Hjiiijiiil 


BV  1520  .V55  1900 
Vincent,  John  Heyl,  1832- 

1920. 
The  modern  Sunday  school 


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Discussing  tlie  Biblical  basis  aud  origin  of  the  modern  Sunday  school,  its 
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Better  Not. 

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Our  Own  Church. 

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In  Search  of  His  Grave. 
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2 


\>^ 


liiNS  1914 


OCi 


UM 


The  Modern 

Sunday  School 


By 


John  H.  Vincent 


Revised  Edition 


New  York:  EATON  &  MAINS. 
Cincinnati:  JENNINGS  &  GRAHAM. 


^^V^ 


v^ 


Copyright,  1887,  by 

PHILLIPS    &    HUNT 

New  York 


Copyright,  1900,  by 

EATON    &    MAINS 

New  York 


INTRODUCTION. 


The  pastor  of  a  church  is  the  pastor  of  its  Sunday 
school.  He  is  not  the  superintendent,  unless  regularly 
elected  to  that  office,  and  it  is  usually  much  better  that 
he  be  not  thus  burdened.  He  is  pastor — the  super- 
intendent's pastor,  and  the  pastor  of  the  entire  flock. 
He  has  the  care  of  all  upon  his  heart.  He  should  feel 
keenly  and  constantly  this  responsibility  in  the  varied 
spheres  of  duty  and  dependence. 

To  be  a  faithful  pastor  one  needs  to  understand  the 
theoretical  basis,  the  ecclesiastical  relations,  the  his- 
torical development,  and  the  distinctive  mission  of  the 
Sunday  school  and  of  its  collateral  agencies.  The  more 
he  knows  on  these  subjects  the  more  cautiously  and 
wisely  he  will  work,  the  greater  his  influence  as  a  pas- 
tor will  be,  and  consequently  the  larger  the  success  of 
the  church  he  serves. 

Sunday-school  w^ork  is  not  beneath  the  most  thought- 
ful attention  and  the  utmost  enthusiasm  of  our  most 
scholarly  ministers.  The  Sunday  school  cannot  be  a 
"small  matter"  in  the  estimation  of  a  large  man  in  this 
age  of  educational  emphasis  and  progress  when  peda- 
gogy, psychology,  the  scientific  study  of  childhood,  and 
sociological  problems  of  every  kind  are  receiving  the 
most  careful  attention  of  the  ablest,  broadest,  and  pro- 
foundest  thinkers  of  the  age. 

Aiming  at  practical  results,  this  is  a  book  of  theories. 


INTRODUCTION. 


dealing,  however,  with  theories  only  as  they  are  neces- 
sary to  successful  work.  True  ideas  are  at  the  root  of 
true  work.  It  makes  a  great  difference  what  people 
believe.  He  who  holds  an  error  is  likely  to  put  it  into 
practice  and  to  set  himself  for  its  defence.  The  begin- 
ning of  God's  service  is  honest  faith  in  God's  truth. 
Doctrines  are  practical  things,  and  in  Sunday-school 
work  they  are  essential.  The  'Svork"  is,  indeed,  very 
simple,  practical,  and  commonplace.  But  he  who 
thinks  that  ''anybody  can  teach  in  Sunday  school"  har- 
bors a  heresy  which  works  harm  to  the  institution  and 
to  all  who  are  connected  with  it. 

There  is  another  false  idea  from  which  has  sprung 
a  widespread  harvest  of  tares.  It  is  that  ''the  Sunday 
school  is  independent  of  the  church."  Akin  to  it  and 
equally  injurious  is  the  opinion  that  "the  Sunday 
school  is  the  children's  church."  These  are  errors ;  nor 
do  these  exhaust  the  list,  which  some  good  men  have  in 
all  sincerity  accepted,  and  by  which,  unconsciously  to 
themselves,  much  of  their  earnest  service  has  been  mis- 
directed. 

g  Theories  determine  methods,  and  methods  are  the 
mediums  of  contact  between  teacher  and  the  taught. 
The  experienced  teacher  develops  plans  of  work  in  ac- 
cordance with  his  theory  and  in  subjection  to  the  neces- 
sities of  his  individuality.  As  he  thinketh  so  he  teach- 
eth.  And  while  no  one  else  may  be  able  to  employ  Ins 
particular  devices,  a  knowledge  of  them,  and  especially 
of  the  ideas  from  which  they  spring,  will  be  useful  to 
all  other  teachers.  There  is  a  quickening  power  in 
ideas.  To  know  ten  different  ways  in  which  ten  men 
teach,  will  certainly  help  the  eleventh  teacher,  although. 


INTRODUCTION". 


after  all,  he  follows  his  own  course  and  discards  every 
one  of  the  ten  methods  proposed  by  his  exemplars. 
He  is  helped  by  them  because  he  sees  in  one  or  more 
of  the  plans  radical  principles  of  education  which  sug- 
gest to  him  other  and  original  ways  of  reaching,  arrest- 
ing, awakening,  and  developing  mind. 

These  chapters  are  the  result  of  many  years  of 
thought  and  experiment.  The  author  was  a  Sunday- 
school  pupil  before  he  was  ^ve  years  old.  His  father 
was  for  a  long  time  a  successful  Sunday-school  super- 
intendent. He  has  himself  served  as  teacher,  super- 
intendent, pastor,  and  normal-class  conductor,  and  has 
been  for  thirty-five  years  a  close  and  careful  observer 
of  the  Sunday  school  on  both  sides  of  the  ocean. 
He  has  taken  a  special  interest  in  the  training  of 
Sundav-school  teachers  through  institutes  and  nor- 
mal  classes ;  and  has  given  much  attention  to  the  devis- 
ing of  plans  for  unifying  all  departments  of  church 
work,  to  the  end  that  there  may  be  economy  of  power 
and  a  hearty  and  intelligent  co-operation  among  all  the 
agencies  of  the  church  in  the  work  of  Christian  culture. 

1^0  one  department  of  the  church  can  alone  educate 
her  youth.  Certainly  the  Sunday  school  at  its  best  can- 
not do  it.  There  are  other  and  more  important  instru-  , 
mentalities.  Home,  with  its  authority,  early  oppor- 
tunity, affection,  and  example ;  the  Sanctuary,  with  its 
living  voice  and  solemn  services ;  the  Pastorate,  with  its 
daily  contacts  and  personal  magnetisms ;  the  Press,  with 
its  silent,  multiplied,  and  perpetual  ministries — all  of 
these  must  unite  with  the  Sunday  school  to  give  it  in- 
dorsement, support,  and  authority.  This  book  is  based 
upon  this  radical  co-operative  idea. 


8  .  INTRODUCTION. 

With  the  new  thought  of  the  times  concerning  educa- 
tion and  especially  with  the  new  enthusiasm  concerning 
primary  education,  the  modern  leaders  of  the  Sunday- 
school  movement  have  made  prompt  application  of  the 
best  theories  and  methods  in  secular  pedagogy  to  Bib- 
lical and  religious  instruction.  The  return,  through 
Pestalozzi,  to  the  Socratic  method  and  the  noble  work  by 
Dr.  Sheldon,  of  Oswego,  are  bearing  fruit  in  the  scien- 
tific method  of  President  G.  Stanley  Hall,  of  Clark 
University;  Professor  Starbuck,  of  Leland  Stanford, 
Jr.,  University;  of  the  ''Chautauqua  :N'ew  Education  in 
the  Church,"  the  ''Normal  Bible  School,"  of  Springfield, 
Mass.,  and  other  modern  advance  movements.  An 
admirable  monograph  by  Mary  E.  ITutcheson,  on  "Sun- 
day School  Eeform,"  recently  issued,  calls  the  attention 
of  the  Church  to  the  demand  for  the  application  to  the 
work  of  reliii'ious  education  of  the  most  advanced  secu- 
lar  theories  and  methods. 

There  is  no  danger  that  a  more  perfect  knowledge  of 
God's  w^ay  with  the  human  soul  in  the  processes  of  edu- 
cation and  providence  will  diminish  our  confidence  in 
the  divine  processes  of  grace  in  "conviction,"  "conver- 
sion," "santification,"  and  "edification  " 

John  H.  Vincent. 
Episcopal  Residence,  Zurich,  Switzerland, 
July  27,  1900. 


CONTENTS. 


CHAPTER  PAGE 

1.     The  Thkek  Schools 11 

II.     The  School  and  the  Church 15 

III.  The  School  and  the  Home 23 

IV.  The  Organization 38 

V.     The  SupepwINtendent 43 

VI.  The  Teacher , 72 

VII.  The  Normal  Class  ...    85 

VIII.  The  Institute 120 

IX.  The  Teachers'  Meeting 151 

X.  The  Teacher  at  Work  .  „ 158 

XI.  The  Lesson  Review 172 

XII.  Gradation 187 

XIII.  The  Primary  Class 204 

XIV.  The  Senior  Classes 225 

XV.  The  Lessons « » 248 

XVI.     The  Week-day  Power 269 

XVII.     The  Country  Sunday  School 279 

Appendix  A 299 

Appendix  B 302 

Appendix  C , 320 

9 


10  CONTENTS. 

Appendix  D 325 

Appendix  E 327 

Appendix  F :   330 

Appendix  G 333 

Appendix  H 347 

Index 355 


THE 

Modern  Sunday  School. 


CHAPTER    I. 

THE  THKEE  SCHOOLS. 


The  Sunday  school  is  a  modern  title  for  an  ancient 
and  apostolic  service  of  the  church.  It  is  a  school  on 
Sunday.  It  is  a  school  for  '^disciples."  It  is  a  school 
with  a  ''Master."  It  is  a  school  with  ''lessons."  It  is 
a  school  with  a  text-book."  All  this  the  Sunday  school 
is,  and  all  this  also  is  the  church. 

The  "Master"  with  the  "disciples"  about  Him,  by  the 
seaside,  on  the  mountain,  in  the  desert,  in  the  temple,  in 
the  synagogue,  in  the  upper  room — that  was  Sunday 
school  in  the  first  century.  It  w^as  a  school  for  question 
and  answer,  for  conversation,  for  illustration,  for  appli- 
cation. There  was  no  sermon,  perhaps,  nor  lecture, 
save  as  the  Teacher,  in  response  to  spoken  question  or 
look  of  wonder,  continued  for  minutes  to  unfold  the 
meanings  of  the  Old  Testament,  or  the  mysteries  of  the 
new  kingdom.  It  was  not  always  held  for  one  hour  on 
Sunday.  In  those  days  all  days  were  sacred,  and  all 
hours  were  laden  with  opportunity  while  the  Son  of 
God  walked  on  the  earth  as  Son  of  man  among  the  sons 
of  men. 


12  THE    MODERN    SUNDAY    SCHOOL. 

There  were  times  when  the  Master  "worshiped"  ac- 
cording to  the  established  order  of  temple  and  syna- 
gogue. There  were  times  when  He  "preached" — the 
multitudes  before  Him,  His  themes  the  law,  the  proph- 
ets, the  soul,  the  Father,  the  future — His  illustrations 
taken  from  life  and  nature.  But,  supplementing  serv- 
ice and  sermon,  He  taught  in  the  informal  way  of  con- 
versation when  men  sought  Him  to  inquire  concerning 
the  things  of  the  kingdom,  when  casual  encounters  gave 
Him  opportunity,  as  at  Jacob's  well  or  on  the  way  to 
Emmaus,  or,  when  away  "from  the  madding  crowd," 
He  talked  of  the  deeper,  personal  verities  of  His  mission 
to  His  own  chosen  disciples. 

In  these  catechetical  and  confidential  interviews,  in 
these  casual  conversations  full  of  question  and  sugges- 
tion, of  susceptibility  on  the  part  of  the  taught,  and  of 
tact  on  the  part  of  the  teacher,  I  see  the  germinal  school- 
idea  of  the  church,  continuing  throughout  the  New 
Testament  period  of  the  early  church,  and  reviving  from 
time  to  time  through  all  the  centuries,  whenever  Bibli- 
cal and  vital  piety  broke  the  iron  bonds  of  civil,  ecclesi- 
astical, and  ritualistic  oppression.  Given  an  open 
Bible,  an  earnest  believer,  a  sincere  seeker,  or  an  ex- 
perienced saint,  and  the  school-form  of  question,  answer, 
illustration,  and  application  is  at  once  assured.  The 
"conferences"  of  the  Reformation,  the  "class-meetings" 
of  the  eighteenth-century  revival,  the  "inquiry"  and 
"fellowship  meetings"  of  New  England,  and  the  "Bible 
readings"  of  to-day  are  but  normal,  irrepressible,  neces- 
sary outgrowths  of  a  religion  that  believes  and  rejoices 
in  supernatural  realities  as  set  forth  in  a  written  Word. 

With  such  earnestness  of  faith  comes  one  other  pro- 


THE  THREE  SCHOOLS.  13 

vision.  The  souls  that  love  to  build  each  other  up  by 
the  natural  processes  of  edification — the  interchange, 
elucidation,  and  application  of  truth — seek  also  to  help 
the  unenlightened,  that  they,  too,  may  know  the  way 
and  the  Word  of  the  Lord.  They  seek  for  souls.  They 
welcome  inquirers.  They  awaken  the  indifferent.  They 
instruct  the  young.  They  lay  foundations  of  Christian 
character  by  the  conveyance  of  Bible  knowledge,  teach- 
ing the  susceptible,  filling  their  memories  with  the  facts 
and  words  of  revelation,  alluring  them  by  the  delights 
of  association,  of  song,  and  of  wise  tuition — that  the 
coming  Spirit  in  youth  or  in  later  years  may  find  truth 
ready  for  the  kindling  fires  of  grace.  Thus  the  Sunday 
school  becomes  a  preparatory  school,  giving  the  lessons 
of  truth  which,  in  after  years,  are  to  be  fused  by  the 
power  of  the  Spirit,  and  turned  into  living,  throbbing 
energies  of  character. 

Beyond  the  limits  of  the  church,  beyond  the  homes 
of  believers,  beyond  the  bounds  of  Christian  civilization, 
are  neglected  multitudes  to  whom  the  very  alphabet  of 
religion  is  an  unknown  thing,  and  the  familiar  phrases 
of  Christian  faith  a  strange  tongue.  Children,  neg- 
lected by  parents,  pastors,  and  godly  neighbors,  are 
growing  up  in  absolute  ignorance  black  as  darkest  pagan- 
ism. Little  careless  feet  patter  about  on  the  steps  of 
stately  cathedral,  not  knowing,  save  in  senseless  profan- 
ity, the  name  of  the  God  to  whom  it  is  dedicated. 
Heathen  crowds  in  the  centers  of  Christian  civilization! 
To  them  come  Christian  teachers,  like  Raikes  of  Glouces- 
ter.    Opportunity  opens,  and  the  Bible  teacher  enters. 

Here,  then,  are  three  forms  of  the  school-idea  in  the 
church  of  Christ: 


14  THE  MODERN  SUNDAY  SCHOOL. 

1.  The  School  Spiritual — for  the  promotion  of  per- 
sonal divine  life  through  high  converse  among  mutually 
interested  and  eager  souls,  who  fear  the  Lord,  and  speak 
often  one  to  another;  in  all  wisdom,  teaching  and  ad- 
monishing one  another,  the  Word  of  Christ  dwelling  in 
them  richly.  Among  them  through  His  own  Word 
comes  the  Christ  Himself,  and  their  hearts  burn  within 
them  as  He  talks  with  them  by  the  way,  and  opens  to 
them  the  Scriptures. 

2.  The  School  Preparatory — for  the  communication 
of  the  truth  to  the  ignorant,  the  young,  the  susceptible, 
to  whom  this  world  is  more  real  and  more  fascinating 
than  the  world  to  come;  to  the  children  of  Christian 
people  who  at  home  see  the  Bible  and  occasionally  hear 
it  read,  who  go  to  the  church  for  public  service,  and  feel 
a  personal,  or  family,  or  social  interest  in  its  members, 
its  services,  its  pastor,  its  reputation.  The  Sunday 
school  is  a  preparatory  institution  in  which  they  receive 
systematic  training  in  the  letter  of  the  Word  and  in  the 
formulas  of  the  church. 

3.  The  Mission  School — for  carrying  the  gospel  to 
the  regions  beyond — beyond  the  present  reach  of  pulpit, 
church  service,  pastor,  or  church  society ;  for  gathering 
in  the  neglected  and  outcast ;  for  teaching  the  ignorant 
and  prejudiced ;  for  preparing  the  ground  that  soon  the 
church  in  her  full  organization  may  come  to  welcome 
and  recognize,  to  enlist  and  bless  the  masses  hitherto 
beyond  her  circle  of  power  and  fellowship. 


THE   SCHOOL   AND  THE   OHUECH.  15 


CHAPTER  II. 

THE   SCHOOL   AND   THE   CHURCH. 

I  SHALL  not,  in  this  attempt  to  adjust  the  relations  of 
Sunday  school  and  church,  with  a  view  to  a  more  perfect 
practical  co-operation  between  them,  enter  into  the 
ecclesiastical  questions  which  arise  when  we  seek  an 
exact  definition  of  the  church.  I  leave  to  the  students 
of  ecclesiastical  history  and  to  the  theologians  the  prob- 
lem pertaining  to  the  relations  of  the  visible  institu- 
tion to  the  invisible  and  divine  energies  of  grace, 
whether  conveyed  from  an  early  and  original  deposition 
through  appointed,  visible  ecclesiastical  lines  of  com- 
munication, or  bestowed  under  a  present  and  immediate 
dispensation  of  the  Holy  Spirit,  to  individual  souls  who 
surrender  themselves  to  the  divine  leading.  Let  us 
rather  consider  the  work  to  be  done  by  the  Sunday  school 
in  furthering  the  practical  ends  for  which  the  church 
has  been  established. 

And  what  are  these  ends?  The  Word  gives  ready 
and  easy  answer  to  our  question.  Every  command, 
every  promise,  every  figure  of  speech,  every  line  of 
argument  by  which  the  aim  and  work  of  the  true  be- 
liever are  set  forth,  help  to  define  the  mission  of  the 
church.  "Be  ye  holy;"  ye  shall  be  "partakers  of  the 
divine  nature;"  ye  are  the  "salt,"  the  "light"  of  the 
world ;  "as  therefore  ye  received  Christ  Jesus  the  Lord, 
so  walk  in  Him,  rooted  and  builded  up  in  Him,  and 


16  THE  MODERN  SUNDAY  SCHOOL. 

established    in  your   faith,    even   as   ye   were   taught, 
abounding  in  thanksgiving." 

What  is  the  church  ?  ''A  spiritual  house,"  ^^the  habi- 
tation of  God,"  '^the  household  of  God,"  ^'the  flock  of 
God,"  ''the  temple  of  the  living  God,"  ''the  body  of 
Christ,"  "the  pillar  and  the  ground  of  the  truth."  It  is 
to  be  in  the  world  "salt"  for  seasoning,  "light"  for 
illuminating,  a  "rock''  for  building,  a  "hill"  for  exalt- 
ing, a  "tower"  for  protecting.  It  is  designed  to  "save" 
men,  to  reveal  to  them  "the  unsearchable  riches  of 
Christ,"  to  make  known  "the  manifold  wisdom  of  God," 
and  to  give  men  some  insight  into  "the  breadth,  and 
length,  and  height,  and  depth,"  that  they  may  "know  the 
love  of  Christ,  which  passeth  knowledge,  that  [they] 
might  be  filled  with  all  the  fulness  of  God."  So  vast 
and  high  and  eternal  and  glorious  are  the  ends  for  which 
the  church  has  been  established  on  the  earth. 

The  true  Sunday  school  helps,  in  its  own  way,  to  be 
sure,  but  in  an  unmistakable  way,  to  attain  these  lofty 
objects  of  the  church.  Otherwise  the  world  does  not 
need  the  Sunday  school.  This  is  the  first  and  radical 
idea.  The  work  of  the  Sunday  school  is  spiritual  and 
divine.  It  is  spiritual  and  not  merely  natural ;  divine, 
not  merely  human.  It  is  to  be  truly  and  intensely 
religious,  or  we  can  dispense  with  it  altogether. 

This  doctrine — the  churchly  and  religious  character 
of  the  true  Sunday  school — needs  present,  emphatic, 
and  universal  enunciation.  For  over  against  this 
ground  present  dangers  lie,  and  our  most  insidious 
enemies  lurk.  The  spirit  of  the  age  is  worldly.  In  the 
church  worldliness  nowadays  runs  to  ecclesiastical 
a}stheticism,  to  ritualism  and  to  the  love  of  show,  the  love 


THE  SCHOOL  AND  THE  CHURCH.  17 

of  money  and  the  love  of  rule.  It  is  easy  for  the  worldly 
spirit  to  capture  an  organization  and  carry  it  on  in  the 
interest  of  personal  ambition,  social  pleasure,  public 
display,  and  of  so-called  '^success."  The  local  church  is 
sometimes  (let  me  express  the  belief,  rarely)  thus  cap- 
tured— minister  and  all.  The  Sunday  school  may  with 
greater  ease  be  seized  and  used.  It  may  become  a  ^^Sun- 
day  sociable;"  a  ^'side  show;"  a  chance  for  3  ^'live"  and 
popular  business  man  to  advertise  himself  and  gain 
friends  and  a  name  in  the  interest  of  trade ;  an  institu- 
tion alongside  of,  but  other  than  tlie  church,  and  inde- 
pendent of  it — independent  of  its  pulpit,  independent 
of  its  session  or  conference,  and  it  may  suddenly  develop 
rivalry,  if  not  antagonism,  silent  and  effective,  if  not 
expressed.  The  Sunday  school  may  be  "run"  by  so- 
called  "modern  methods ;"  by  its  music ;  by  its  library ; 
by  its  "splendid  organization  and  order;"  by  its  "exhi- 
bitions," its  annual  "picnics,"  "Christmas  tree,"  and 
other  festal  services.  It  may  be  the  "biggest  school" 
in  town,  have  the  "best  singing,"  and  "do  more  than," 
or  "go  ahead  of,"  its  neighbors  in  half  a  dozen  ways. 
A  Sunday  school  may  be  thoroughly  organized,  graded, 
disciplined,  provided  with  schemes  of  examination  and 
of  promotion  admirable  enough  to  excite  the  envy  of  a 
secular  educator,  and  still  it  may  wield  only  a  natural 
power  and  tend  only  to  worldliness. 

These  natural  and  artificial  and  utterly  human  ele- 
ments I  do  not  wholly  depreciate,  and  would  not  discard 
the  best  and  truest  of  them.  They  may  not  hinder 
spiritual  life,  but  they  cannot  create  or  promote  it. 
They  are,  at  their  best,  of  earth  and  not  of  heaven. 
They  are  lamps,  but  not  oil ;  cups,  but  not  water ;  plates, 
2 


I 


18  THE  MODERN  SUNDAY  SCHOOL. 

but  not  food;  mirrors,  but  not  the  sun.  Let  us  have 
them,  but  let  us  not  depend  upon  them.  Let  us  have 
them,  but  let  us  have  something  else  and  something 
better. 

The  Sunday  school  is  thus  the  product  of  the  truth, 
r  the  aim  and  the  life  of  the  church.  It  is  a  part  and  a 
primitive  method  of  the  church.  It  should  be  sustained 
by  the  church,  and  should  be  under  its  complete  control 
and  responsible  to  it.  The  Sunday  school  should  co- 
operate with  all  the  other  departments  of  the  church, 
and  should  contribute  to  its  power.  And  all  teachers 
duly  elected  should  be  publicly  recognized  before  the 
^'great  congregation"  as  teachers  in  the  church  of  Christ. 
(See  Appendix  A.) 

In  this  connection  I  make  earnest  protest  against 
making  the  Sunday  school  a  substitute  for  public  church 
service  of  worship  and  preaching,  especially  in  the  case 
of  little  children.  The  public  service  is  for  them,  and 
they  should  be  required  to  attend  it  regularly.  They 
should  also  early  be  led  to  a  personal  knowledge  of 
Christ,  and  an  identification  of  themselves  with  the 
church.  To  these  two  topics  let  me  give  some 
attention. 

First,  the  attendance  of  children  upon  preaching.  It 
is  desirable.  The  service  is  one  divinely  appointed.  It 
is  a  means  of  spiritual  quickening.  It  is  an  intellectual 
stimulant.  It  elevates  the  tastes.  It  is  a  wholesome 
way  of  passing  a  portion  of  God's  day.  It  is  calculated 
to  exert  a  good  influence  upon  the  child  as  a  member 
of  society,  and  of  the  nation  whose  prosperity  so  much 
depends  upon  the  recognition  of  God.  The  reverence 
there  begotten  for  the  minister  as  an  ambassador  of 


THE  SCHOOL  AND  THE  CHURCH.  19 

heaven  has  a  beneficial  effect.  The  worship  is  inspiring. 
Blessed  are  the  children  whose  feet  tread  the  courts  of 
the  Lord's  house  on  the  day  of  the  Lord ;  wdio  go  thither 
from  habit,  never  having  known  anything  else  from 
earliest  childhood. 

I  am  familiar  with  the  usual  objections:  ^'The  child 
cannot  understand  the  sermon."  Nor  do  all  adults.  We 
shall  do  well  to  remember  that  the  children  are  more 
appreciative  hearers  than  many  suppose,  and  that  with 
increase  of  culture  and  wisdom  and  tact  on  the  part  of 
the  ministry  we  shall  have  more  simplicity  and  plain- 
ness of  speech  in  the  pulpit,  to  the  advantage  of  both 
children  and  adults. 

'^Our  children  are  disinclined  to  go."  How  does  it 
happen  that  they  have  ever  had  any  choice  in  the  matter  ? 
They  should  not  remember  the  day  w^hen  they  did  not 
attend  preaching.  But,  then,  w^hat  has  their  disinclina- 
tion to  do  with  the  claims  of  God  and  of  their  earthly 
parents  ?  Have  they  not  learned  prompt  and  unques- 
tioning obedience  to  a  father's  command  ?  And  do 
parents  grant  children  a  release  from  all  uncongenial 
tasks?  Because  disinclined  to  it,  do  they  neglect  the 
week-day  school  and  its  appointed  lessons  ? 

"We  may  prejudice  our  children  against  public  serv- 
ice, so  that  when  they  become  old  they  will  not  attend, 
because  alienated  from  the  church  by  the  rigorous  dis- 
cipline of  childhood."  The  opposite  is  true.  The  men 
and  women  of  our  day  who  are  most  faithful  in  attend- 
ance upon  the  sanctuary  are  those  who  have  been  habit- 
uated to  it.  Those  who  are  allowed  in  youth  '^to  have 
their  own  w^ay"  are  not  usually  the  most  devout  saints, 
nor  the  most  regular  in  the  discharge  of  public  or  private 
religious  duties. 


20  THE    MODERN    SUNDAY    SCHOOL. 

Let  this  be  our  rule :  Give  some  truth  in  every  sermon 
to  hearers  of  all  capacities — to  every  man  his  portion  in 
due  season — rightly  dividing  the  Word  of  God,  and  our 
children  will  grow  up  to  reverence  and  delight  in  the 
sanctuary  and  in  the  law  of  the  Lord. 

Let  ministers  urge  upon  heads  of  families  the  impor- 
tance of  this  duty,  and  then  let  them  study  so  to  read  the 
Scripture  lessons  and  order  the  service  of  song  and 
preach  the  words  of  eternal  life  that  the  ''duty"  dis- 
charged by  the  parent  may  be  by  the  pastor  transformed 
into  a  "delight"  to  the  children.  So  shall  they  bless 
him,  and  the  blessing  of  a  little  child  is  next  in  precious- 
ness  to  the  blessing  of  the  Lord  himself. 

A  few  words  upon  the  second  topic :  The  children  and 
church  membership.  Whatever  be  the  theological  opin- 
ion and  the  ecclesiastical  policy  with  reference  to  child- 
hood and  its  religious  life  and  relations,  one  thing  is 
incontrovertible :  the  earlier  a  child  can  be  brought  to  a 
personal  recognition  of  Jesus  as  his  Saviour,  and  to  a 
personal  identification  with  the  church,  the  better  for 
him.  Baptized  or  unbaptized  in  infancy;  at  birth  a 
sinner  or  by  the  provisions  of  grace  virtually  a  saint ; 
wdth  these  questions  I  have  not  now  to  do;  but  this  I 
say:  As  early  in  the  child's  life  as  possible,  teach  him 
implicit  trust  in  Christ  and  the  full  consecration  of  his 
life  and  all  its  possibilities  to  Christ.  We  may  depend 
upon  the  co-operation  of  the  Holy  Ghost,  who  will  sup- 
plement our  lack  of  insight  into  the  peculiar  nature  of 
the  child,  and  the  immaturity  of  thought  and  convic- 
tion which  we  are  so  prone  to  attribute  to  our  youth. 

Let  us,  however,  be  wise  with  our  very  highest  wisdom 
in  this  direction.     Ecmembering  that  the  conversion  of 


THE   SCHOOL  AND   THE   CHURCH.  21 

the  little  one  is  the  work  of  the  Spirit,  let  us  seek  the 
Spirit.  Remembering  that  the  Spirit  operates  through 
the  truth,  let  us  teach  the  truth.     We  must : 

1.  Distinguish  between  a  transitory  emotion  easily 
traceable  to  circumstances,  and  the  deeper  and  often  less 
demonstrative  work  of  the  Spirit  of  God. 

2.  Guard  against  unwise  public  methods  of  ^^seeking 
religion. '^  We  believe  that  children  should  publicly 
profess  Christ,  but  we  are  painfully  aware  that  the  very 
measures  often  adopted  to  secure  this  end  are  more  likely 
to  develop  pride  and  morbid  self-consciousness  than 
piety  and  humility.  Let  God's  ministers  guard  this  in- 
terest under  the  leading  of  God's  Spirit  and  the  dictates 
of  their  best  judgment. 

3.  Take  good  care  of  the  little  disciples  after  the  first 
profession.  Teach  them  ;  bear  with  them ;  aid  them ; 
remember  that  they  are  children.  We  should  not  attempt 
to  adjust  to  their  young  souls  any  morbid  type  of  piety 
which  has  been  taken  out  of  a  ^^religious  biography," 
and  which  was,  even  with  the  adult,  an  exception  if  not 
an  excrescence.  Xever  try  to  take  the  ^'boy"  out  of  a 
boy  in  order  to  make  him  a  Christian.  What  he  loses  is 
worth  more  to  him  than  what  he  receives  in  the  ex- 
change. Rather  lead  him  into  the  paths  of  practical 
faith  in  God.  Teach  him  the  eiorv  of  hard  service  for 
Christ.  Exalt  principle.  Store  his  mind  with  gospel 
facts  and  maxims  and  promises.  Teach  him  to  pray 
daily,  to  love  the  Lord  as  he  loves  his  mother,  to  be  irue 
always  and  everywhere,  to  avoid  all  pretences,  and  to 
represent  the  power  of  Christian  faith  at  home,  on  the 
playground,  at  school  or  in  the  street. 

Let  us  be  careful  not  to  foster  self-complacency  and 


22  THE    MODEKN    SUNDAY    SCHOOL. 

conceit  and  morbid  self-introspection  where  lowliness 
and  self-forgetfulness  and  looking  alone  unto  Jesus  are 
to  be  sought.  It  is  very  easy  to  substitute  a  transient 
feeling  for  a  genuine  spiritual  fervor.  It  is  easy  to  ring 
the  chimes  in  the  steeple  and  forget  the  heavens  above, 
and  the  open  book  on  the  pulpit  below,  and  the  humility 
which  befits  the  altar,  and  the  poverty  and  sorrow  in  the 
garrets,  which  hear  the  chiming  bells  and  wonder  if  the 
Lord  has  left  no  follower  to  visit  and  pray  with  and  in 
His  stead  to  bless  the  helpless. 

Glib  talk  is  a  poor  substitute  for  hard  work.  Tears 
are  cheap.  Profession  is  easy.  The  tendency  of 
^'religion"  is  too  often  toward  talk  and  tears,  to  the 
neglect  of  toughness  and  struggle  and  heroism,  and  true 
faith  in  Christ  and  hard  service  for  Him. 

Let  us  keep  our  children  free  from  the  error  of  sup- 
posing that  public  profession  is  "the  do-all  and  the  be- 
all"  of  religion.  Let  us  cultivate  in  them  modesty  and 
fidelity  to  duty  and  simplicity  of  character. 

This,  then,  is  the  duty  of  the  Sunday  school :  to  recog- 
nize its  identity  with  the  church,  to  live  by  and  for  the 
church,  and  to  train  its  members,  old  and  young,  to 
personal  fidelity  to  the  authority,  the  services,  the  enter- 
prises, and,  above  all,  to  the  great  and  divine  Head  of 
the  church. 


THE  SCHOOL  AND  THE  HOME.  23 


CHAPTEE  III. 

THE  SCHOOL  AND  THE  HOME. 

The  sweetest  word  in  our  language  is  ^^home."  The 
beginnings  of  human  life  for  time  and  eternity  occur  at 
home.  The  most  effective  school  is  home.  It  is  in 
point  of  time  before  all  other  schools,  in  point  of  power 
above  all  others.  It  exists  and  exerts  its  influence  by 
the  side  of  all  others,  and  when  the  elements  of  true 
home-life  are  found  within  all  others  the  real  power  of 
every  school  will  be  greatly  enhanced. 

The  Sunday  school  is  an  institution  which  has  to  do 
with  adults,  but  primarily  with  children.  Now,  it  is 
impossible  to  consider  an  institution  which  is  designed 
to  reach,  to  affect  the  intellect,  the  character,  the  con- 
duct, and  the  eternal  destiny  of  childhood  without  con- 
sidering, at  the  same  time,  its  relations  to  that  earliest, 
holiest,  mightiest  of  all  institutions — home. 

Tor  five  or  ten  years  before  the  teacher,  the  superin- 
tendent, or  the  class  begins  to  affect  the  mind  of  the  child 
he  is  under  powerful  influence  for  good  or  for  evil  in  his 
own  home.  The  four  years  of  a  college  course  are 
scarcely  more  effective  in  the  life  of  a  man  than  the  four 
years  in  the  nursery,  during  which  he  begins  to  live — 
and  all  this  before  the  Sunday  school  reaches  him. 

Father  and  mother  have  the  firm  confidence  of  the 
child,  and  his  fervent,  unsuspecting,  unhindered  love. 
They  have  for  the  child  unfailing  love,  and  over  him  an 


2-^  THE  MODERN  SUNDAY  SCHOOL. 

uncliallenged  authority.  Then  who  can  measure  the 
unconscious  influence  of  the  home,  its  opportunities  to 
illustrate  everything  it  teaches,  and  to  reiterate  this 
teaching  day  after  day,  year  after  year  1 

The  illustrative  value  of  the  home  deserves  greater 
attention.  It  provides  object-lessons  of  the  most  effect- 
ive character,  given  under  the  most  favorable  condi- 
tions. Action  day  after  day  puts  a  real  meaning  into 
words.  What  are  the  words  "law^,"  ^^penalty,"  ''justice," 
''truth,"  to  the  mind  of  the  child  who  has  never  had 
object-lessons  in  them  at  home  ?  How  much  they  weigh 
in  the  pulpit  when  the  boy  recalls  the  daily  home  ad- 
ministration and  character  wuth  which  he  is  familiar, 
in  which  broken  "law"  is  followed  by  "penalty"  accord- 
ing to  "justice"  and  in  pursuance  of  the  word  of  "truth" 
spoken  by  his  father !  What  significance  is  given  to  all 
the  Christian  virtues,  as  the  eloquence  of  the  preacher 
calls  the  list,  when  the  child  can  think  of  every  one  of 
them  incarnate  and  alive  in  his  own  mother's  daily 
spirit  and  conduct. 

It  is  important,  therefore,  beyond  any  power  of  words 
adequately  to  express,  that  the  Sunday  school  recognize 
this  home  influence,  utilize  its  advantages,  detect  and 
neutralize  what  baleful  influence  the  careless  and  irre- 
ligious home  may  exert,  and  labor  faithfully  to  secure 
hearty  and  constant  co-operation  of  mothers  and  fathers 
in  the  religious  instruction  of  their  children. 

The  Sunday  school  has,  from  its  very  constitution 
and  aims,  many  of  the  elements  of  the  home,  and  it 
should  seek  to  develop  them  to  the  fullest  degree,  that 
children  already  favored  with  the  right  domestic  influ- 
ence mav  have  increased  love  for  and  faith  in  the  school ; 


THE  SCHOOL  AND  THE  HOME.  25 

and  that  those  unfortunates  who  have  no  religious  help 
from  father  and  mother,  and  whose  everyday  surround- 
ings are  of  the  most  unhomelike  character,  may  find 
rest,  love,  comfort,  and  strength  in  the  Sabbath  school 
and  its  friendships.  Therefore  the  Sabbath  school 
should  be  like  home  and  not  like  a  military  academy; 
like  home  and  not  like  a  recitation-room ;  like  home  and 
not  like  a  Romish  church ;  like  home  and  not  like  a  pub- 
lic lyceum  for  entertainments. 

These  elements  of  home-life  should  be  developed  in 
the  Sunday  school  to  their  highest  degree  of  power.  The 
place  should  be  comfortable,  attractive,  beautiful ;  the 
home  constituency  of  the  Sunday  school  should  embrace 
parents  and  their  children.  The  aim  of  the  school 
should  be  the  Biblical,  spiritual,  practical  education  of 
its  members  in  order  to  useful  lives  and  a  blessed  eter- 
ity.  The  atmosphere  of  the  school  should  be  filled  with 
reverence,  faith,  cheerfulness,  sympathy,  freedom,  and 
divine  love.  The  school  should  make  a  wise  use  of  the 
experiences  of  life  among  its  pupils,  and  by  cultivating  a 
home  spirit  and  attachment  w^ithin  itself  turn  all  its 
confidences,  affections,  afflictions,  separations,  etc.,  to  a 
good  account.  The  elements  of  home-life  in  the  school, 
thus  developed  to  the  full  measure  of  their  power,  should 
react  upon  the  actual  homes  of  its  members — cultivating 
them  and  then  cordially  co-operating  with  them.  The 
teacher  should  endeavor  to  reach  beyond  his  scholars  to 
the  homes  they  come  from,  the  mothers  and  fathers  who 
so  mightily  influence  the  young  lives  committed  to  their 
care  and  to  ours.  Therefore  I  sav  to  the  teacher: 
Glorify  home.  Speak  often  of  home.  Visit  the  homes 
of  your  pupils.     Seek  to  brighten  and  strengthen  them  ; 


2G  THE  MODERN  SUNDAY  SCHOOL. 

and  invite  your  pupils  to  your  home  as  well,  that  you 
may  get  a  firmer  hold  upon  them.  The  fact  of  their 
associating  with  you  may  lead  them  to  nohler  living. 
You  are  able  to  supply  them  with  ideals  which  otherwise 
they  might  never  apprehend,  and  an  awakening  of  true 
and  elevating  affection  which  otherwise  they  might 
never  enjoy.  And  this  coming  of  your  life  into  theirs 
as  a  personal  friend  will  put  joy  and  love  into  their  o\\ti 
homes  later  on  in  life. 

The  teacher  should  encourage  the  pupil  to  make  a 
careful  home  preparation  of  every  lesson,  that  coming 
to  the  class  he  may  take  a  deeper  interest  in  its  exercises. 

This  preparation  in  advance  by  the  scholar  increases 
the  teacher's  opportunity  to  make  a  deep  impression; 
increases  the  power  of  the  school  over  the  home  and 
home-life  of  the  pupil,  and  promotes  more  perfect  co- 
operation between  teacher  and  parents. 

How  shall  this  desirable  end  be  promoted  ?  I  offer 
the  following  suggestions: — (1)  The  teacher  should 
expect  it;  (2)  should  feel  and  manifest  disappointment 
and  sorrow  when  the  pupil  fails  to  prepare;  (3)  should 
frequently  and  emphatically  insist  upon  it;  (4)  should 
make  inquiry  on  the  subject  when  casually  meeting  his 
pupil  during  the  week;  (5)  should  lurite  to  parents 
about  it;  (6)  should  visit  parents  in  order  to  promote 
it;  (7)  should  outline  ivorh  for  the  pupil  to  do  at  home 
during  the  week,  not  requiring  too  much;  (8)  should 
manifest  pleasure  when  his  pupils  show,  by  recitation, 
that  they  have  made  attempts  to  do  work  at  home;  (9) 
the  superintendent  should  frequently  plead  w^ith  the 
scholars  to  prepare  at  home;  (10)  the  pastor  should 
insist  upon  it  from  the  pulpit;  (11)  the  pastor,  superin- 


THE  SCHOOL  AND  THE  HOME.  27 

tendent,  parents,  and  teachers  should  cultivate  con- 
science in  their  pupils  on  the  subject;  (12)  they  should 
endeavor  to  promote  spiritual  and  Biblical  tastes  in 
their  pupils. 

The  author  some  years  ago  prepared  the  following 
leaflet,  addressed  ^'To  the  Parents  of  our  Pupils."  A 
message  of  this  kind  could  not  fail  to  produce  an  im- 
pression : 

^^1.  We,  the  pastor,  superintendent,  and  teachers  of 
the  Sunday  school  to  which  your  children  belong,  send 
you  a  few  words  of  greeting  in  the  name  of  the  Great 
Teacher. 

'^2.  The  design  of  the  Sunday  school  is  twofold:  (1) 
To  make  plain  to  our  pupils  the  truths  taught  in  the 
Holy  Scriptures;  and  (2)  to  lead  them  to  love  and  obey 
the  Lord  Jesus  Christ,  who  is  set  forth  in  these 
Scriptures. 

^'3.  It  is  exceedingly  difficult  for  us  to  succeed  in  this 
without  the  help  of  your  parental  authority  and  influ- 
ence. Your  opinions,  teachings,  and  example  have  im- 
mense power  with  your  children.  A  child  will  for  a 
long  time  believe  what  his  father  believes,  and  love  what 
his  mother  loves,  in  spite  of  all  that  the  school,  the 
church,  and  the  world  may  teach. 

"4.  It  is  not  strange,  therefore,  that  we  greatly  desire 
to  secure  your  co-operation  in  our  work,  and  it  is  the 
object  of  this  missive  to  show  you  what  you  may  do  to 
aid  us.  If  we  seem  over-zealous  in  this  matter,  attribute 
any  excess  you  may  detect  to  our  real  and  profound 
interest  in  the  child  or  children  coming  from  your  home 
to  our  classes.  We  are  deeply  interested  in  their  spir- 
itual and  eternal  welfare. 


28 


THE  MODERN  SUNDAY  SCHOOL. 


"5.   The  following  are  the  requests  which  we  make: 

'^(1)  Show,  as  far  as  you  are  able,  an  appreciation  of 
our  work.  Let  the  children  see  that  you  have  faith  in 
the  scliool  and  its  objects.  A  word  in  our  favor  may 
beget  in  the  child  a  strong  faith  in  us,  and  this  will  give 
force  to  our  teachings. 

"(2)  If  you  are  not  acquainted  with  the  school  or 
with  our  method,  or  if  from  any  cause  you  have  doubts 
concerning  us,  or  even  slight  prejudices  against  us,  we 
respectfully  ask  you  not  to  give  expression  to  such 
doubts  or  prejudices  before  your  children.  Write  to 
us.  Visit  and  remonstrate  with  us.  In  any  way  you 
may  deem  wisest  and  best  let  us  know  your  convictions 
and  desires,  but  do  not  unnecessarily  awaken  suspicion 
or  distrust  in  the  minds  of  your  children  relative  to  their 
religious  teachers. 

"(3)  See  that  your  children  feel  the  claims  of  the 
school  upon  them.  If  we  are  doing  them  good,  if  we 
give  them  knowledge,  if  our  services  are  worth  anything 
to  them,  see  that  they  appreciate  it.  Show  them  what 
benefits  they  are  themselves  deriving  from  our  instruc- 
tions, that  their  regard  may  not  merely  be  based  upon 
your  opinions,  but  upon  an  intelligent  appreciation  of 
the  value  of  the  Sunday  school. 

"(4)  Send  them  to  the  Sunday  school  regularly  and 
punctually.  By  authority,  by  argument,  or  by  persua- 
sion secure  their  presence  every  Sabbath  the  year 
through,  and  at  the  proper  time,  that  the  order  of  the 
school  may  be  promoted. 

"(5)  We  say  above,  *^send  your  children  to  the  Sunday 
school.'  May  we  amend  by  suggesting  that  you  bring 
them  ?     Can  you  not  find  the  time  ?     Can  you  not  come 


THE   SCHOOL   AND  THE   HOME.  20 

as  visitor,  as  teaclier,  or  as  pupil  ?  We  have  classes  for 
adults,  where  the  Word  of  God  is  expounded,  and  where 
you  would  find  hoth  pleasure  and  profit.  We  are  in 
almost  constant  need  of  new  teachers.  Have  you  no 
gift  or  call  in  this  direction  ?  Your  regular  attendance 
would  he  a  great  hlessing  at  least  to  your  ovm.  children. 

"(6)  Encourage  and  assist  your  children  to  prepare 
their  Sunday-school  lessons  at  home.  A  little  aid  in  this 
direction  will  greatly  augment  our  powers.  We  have 
no  authority  to  compel  perfect  recitation.  We  are  not 
permitted  to  punish  neglect  or  failure.  Our  Avork  is 
voluntary,  and  depends  for  its  success  upon  the  free-will 
of  our  pupils.  A  very  little  home  co-operation  would 
render  our  teaching  much  more  effective.  In  some 
families  it  is  the  custom  to  recite  the  ^Golden  Text'  of 
each  week's  lesson  at  the  tahle  during  the  week.  Others 
have  an  ^at  home'  lesson  meeting  on  Saturday  evening 
or  earlier  in  the  week  for  the  preparation  of  Sunday's 
lesson.  All  such  help  reacts  on  the  parents,  and  hlesses 
the  children  hy  giving  to  their  homes  a  higher  aim  and 
holier  atmosphere." 

In  1871  the  author  of  this  volume  puhlished  a 
tract  on  ^The  Country  Sunday  School."  In  that  he 
gave  the  following  advice:  ^'Establish  family  Sunday 
schools.  We  say  to  the  Western  farmer.  If  you  live 
on  a  prairie,  ten  miles  from  every  other  human  being, 
organize  a  Sunday  school.  If  there  are  only  two  per- 
sons in  your  house,  open  a  Sunday  school.  Sit  down 
and  read  a  portion  of  God's  Word  together;  talk  about 
it,  memorize  it,  ponder  it.  Save  one  or  two  dollars  and 
send  for  a  library  of  six  or  eight  good  books.  Give 
your  little  germ  of  a  home   Sunday  school   a  name, 


30  THE    MODERN    SUNDAY    SCHOOL. 

report  its  existence,  seek  God's  blessing,  and  keep  at 
work  iifty-two  Sabbaths  a  year."  On  the  same  page 
I  recommended  ''Window-sill  Gardens"  as  follows: 
"If  but  two  or  three  families  live  within  reach,  get  them 
together  for  a  Sunday  school.  We  know  it  will  require 
faith  and  forbearance,  patience  and  love,  but  these  may 
be  had  in  unlimited  measure.  On  window-sills  of  the 
fifth  story  of  crowded  tenement  houses  in  this  city  we 
have  seen  narrow  boxes  filled  with  earth,  and  green 
vines  springing  up  from  them  and  shading  the  windows. 
In  Palestine  we  have  seen  flowers,  green  grass,  and 
fragrant  shrubs  blooming  in  tiny  clefts  and  in  thin 
crevices  of  the  rock  and  on  narrow  terraces.  Despise 
not  the  day  of  small  things.  Verdure  and  bloom  and 
fruit  may  come  where  there  is  just  soil  enough  for  root- 
hold.  Despise  not  these  little  clusters  of  insignificant 
houses  in  out-of-the-way,  country  places.  Where  you 
can  get  a  handful  of  children  or  adults,  organize  a  Sun- 
day school.  A  Shakespeare,  a  Milton,  a  Whitefield,  a 
Peabody,  may  be  there.  But  of  this  be  sure,  where  five 
lowly  souls  are,  there  are  ^ve  immortals  redeemed  by 
the  blood  of  Christ ;  and  although  their  names  are  never 
known  beyond  the  limited  neighborhood  in  which  they 
were  born,  you  may  register  these  names  in  the  Book  of 
Life.     There  they  will  shine  for  ever."* 

To  facilitate  the  work  of  home  development  in 
religious  lines,  and  to  reach  parents  without  personal 
obtrusion  (often  annoying  and  offensive),  I  prepared  a 
large  envelope,  filled  with  material  and  to  be  sent  under 
letter  postage  to  homes  from  which  children  never  went 
to  Sunday  school,  nor  parents  to  church.     The  size  of 

*  "  The  Country  Sunday  School,"  pp.  8,  9  (1871;.    By  J.  H.  Vincent. 


THE  .SCHOOL  AND  THE  HOME.  31 

the  envelope,  and  the  fact  that  it  cost  so  much  postage  to 
send  it,  would  guarantee  it  a  reception  and  a  careful 
examination.  On  one  end  were  printed  the  following 
words  : — ''I  come — a  Mystery.  I  have  a  meaning  and  a 
mission  of  my  own.  Receive  me  freely,  treat  me  fairly. 
I  shall  do  thee  no  harm.  'East  and  west,  at  home  the 
best.'  ''  Within  the  envelope  were  placed  several  small 
illuminated  picture-cards  and  book-marks ;  several 
pleasant  pictures  (wood  engravings)  which  the  little 
children  would  look  at  and  keep,  whatever  father  and 
mother  might  do  with  the  contents  designed  for  them. 
There  were  also  bold-type  mottoes  from  twelve  to 
twenty-four  inches  long,  which  somebody  would  certain- 
ly put  on  the  wall.  They  were  mottoes  about  the  duties 
of  children.  There  were  in  the  envelope  two  small 
sealed  envelopes,  one  addressed  to  'Tather"  and  one  to 
"Mother."  In  these  were  bold  words  about  parental  re- 
sponsibility and  duty  which  no  living  man  would  care  to 
speak  to  them.  They  could  not  be  offended,  for  no  one 
need  know  the  contents  of  these  little  envelopes  unless 
the  receiver  chose  to  make  report  of  them;  and  then, 
whoever  sent  them  must  have  cared  to  do  good,  for  "see 
how  much  postage  he  spent  to  send  them."  Then  there 
were  in  this  little  budget  of  home  inspirations  tracts  on 
secular  education  and  on  the  wonders  of  science,  with 
lesson  papers  for  a  month  of  home  Sunday  school,  and 
directions  as  to  hoAv  a  family  might  study  together  the 
Word  of  God. 

From  the  beginning  of  my  work  as  a  Sunday-school 
specialist  I  have  exalted  the  home  as  the  most  important 
school  in  the  world,  and  its  co-operation  as  necessary  to 
the  efficiency  of  both  week-day  and  Sunday  school.     In 


32  THE    MODERN    SUNDAY    SCHOOL. 

all  addresses  on  Sunday-school  work  for  twenty  years  I 
have  insisted  upon  the  home  as  first,  best,  and  most 
important  of  all  educational  agencies. 

It  is,  therefore,  esj^ecially  gratifying  to  me  to  see  the 
recent  develoj^ment  of  Sunday-school  work  in  this 
direction.  The  Congregationalists  of  America  have, 
following  the  suggestion  of  Mr.  W.  A.  Duncan,  Secre- 
tary of  the  Chautauqua  Assembly,  organized  a  '^Ilome 
Department,"  and  have  issued,  under  the  direction  of 
the  Itcv.  A.  E.  Dunning,  Principal  of  the  Chautauqua 
Assembly  l^ormal  Union,  the  following  circular,  accom- 
panied by  pledge  and  roll  cards,  with  promises  for  w^eek- 
ly  collections  in  the  interest  of  benevolent  work : 


"Dear  Friend^ 

"Aware  that  many  are  deprived  of  the 
privilege  of  the  study  of  the  Bible  in  the  regular  service 
of  the  Sunday  school,  on  account  of  age,  infirmity, 
distance  from  the  church,  and  similar  reasons,  our  Sun- 
day school  has  a  Home  Department  to  aid  all  such,  to 
be  composed  of  those  Avho  will  comply  with  the  follow- 
ing conditions,  which  are  made  as  simple  as  possible 
in  order  to  enlist  all  we  can  in  the  work: 

"1.  Sign  and  return  the  pledge  enclosed,  which  asks 
you  to  spend  not  less  than  a  half  hour  each  Sunday  in 
study  of  the  Sunday-school  lesson  for  the  day,  whenever 
you  are  able  to  do  so. 

"2.  Keep  for  yourself,  or  for  yourself  and  others  of 
your  family  who  are  also  members,  upon  the  enclosed 
report  card,  a  record  of  your  attendance  upon  the  study 
of  the  lesson,  marking  with  X  X  any  Sunday  when  you 
attend  the  main  Sunday  school. 


THE  SCHOOL  AND  THE  HOME. 


33 


^^3.  On  the  last  Sunday  in  each  quarter,  put  the 
report  card  in  an  envelope,  and  address  it  to  the  super- 
intendent of  the  Sunday  school. 

^'Lesson  quarterlies,  either  the  larger  or  smaller,  will 
be  furnished  you  (by  mail  or  otherwise)  each  quarter  at 
five  cents  each  for  the  Senior,  and  four  cents  for  Inter- 
mediate grades ;  and  they  will  be  sent  free  to  any  who 
feel  unable  to  pay  for  them.  As  far  as  we  are  able,  you 
shall  be  made  acquainted  with  the  work  of  our  school 
and  of  this  department. 

''It  is  hoped  that  this  simple,  easy  plan  will  receive 
your  cordial  support. 

"Faithfully  yours, 

"A.  E.  Dunning/' 

I  hope  to  see  the  time  when  families  by  the  ten 
thousand  will  be  enrolled  as  parts  of  such  ''Home 
Department,''  and  when  cards,  leaves,  books,  and  papers 
filled  with  information  and  inciting  to  diligent  personal 
and  home  study  will  find  their  way  into  the  centres  of 
power — the  homes  of  the  land. 

The  "International  Bible  Heading  Union"  is  another 
movement  which  promises  to  turn  our  homes  into  sys- 
tematic schools  of  Bible  study.  Let  parents,  teachers, 
and  children  give  their  names  and  influence  to  this  great 
every-day  home  Bible  school. 

But  our  pastors  must  put  greater  stress  on  the  one 
all-important  duty  of  family  prayer.  There  can  be  no 
substitute  for  that.  It  is  difficult  to  make  general  state- 
ments, with  any  confidence  in  their  accuracy,  concern- 
ing the  extent  to  which  family  devotion  is  maintained 
in  the  American  home.  One  may  say  that  "the  custom 
3 


34  THE  MODERN  SUNDAY  SCHOOL. 

lias  been  almost  entirely  abandoned,"  or  that  ''compara- 
tively few  households  nowadays  open  and  close  the  day 
with  domestic  worship."  But  who  knows  this  ?  And 
how  can  any  one  know  unless  he  has  made  it  a  matter  of 
special,  wide  and  careful  investigation  ?  He  may  know 
the  rule  of  his  own  house,  of  his  brother's,  or  father's 
house  in  this  particular,  but  what  of  the  sixty  other 
families  in  the  church  he  attends  ?  With  how  many  of 
them  has  he  ever  spent  a  night  ?  Of  how  many  has  he 
ever  made  particular  inquiry  ?  And  what  of  the  other 
denominations,  some  of  whom  may  be  more  conscien- 
tious in  this  respect  than  the  church  to  which  he  belongs  ? 
What  of  other  sections  of  the  country  ?  He  may  live  in 
Minnesota  or  Vermont.  But  what  of  the  custom  in 
Western  Pennsylvania  or  in  Georgia  ?  It  is  a  difficult 
matter  for  any  man  to  speak  on  this  subject  with  au- 
thority. Family  prayer  may  be  on  the  decline  in 
American  homes.  There  are  some  apparent  general 
tendencies  in  social  and  church  life  which  suggest  the 
fear  that  such  is  the  case ;  but  who  knows  ?  Might  it 
not  be  a  good  thing  for  pastors  to  put  the  question  and 
collate  the  replies  ?  Some  families  have  prayer  on  Sun- 
day mornings.  Some  mark  the  special  church  days  by 
such  observance.  Some  have  prayers  when  they  have 
ministerial  guests,  some  when  affliction  has  entered  the 
house,  some  during  the  special  revival  meetings  of  the 
year.  How  many  have  prayers  regularly  ?  How  many 
never  have  them  ?     How  may  we  get  at  the  facts  ? 

In  the  meantime  there  is  one  thing  we  as  pastors  may 
do.  We  may  call  the  attention  of  church  members  to 
the  subject.  By  tracts  distributed,  by  sermons  deliv- 
ered, by  frequent  reminders  given  in  public  and  social 


THE  SCHOOL  AND  THE  HOME.  35 

services,  by  pastoral  questioning  and  faithful  admoni- 
tion, we  may  stir  up  the  heads  of  Christian  households 
to  this  most  important  part  of  their  duty  as  Christians. 

Some  of  us  have  positive  convictions  on  the  subject. 
We  have  memories  that  confirm  us.  Whatever  people 
do  now,  or  did  once,  we  know  what  our  fathers  did. 
Twenty  years  of  family  prayer,  morning  and  evening, 
was  likely  to  leave  an  impression  on  the  children. 
What  if  they  did  ''not  like  it"  because  it  was  ''tiresome,'' 
or  because  they  had  "no  taste  for  it  V^  What  if  they 
occasionally  wished  that  "father  would  forget  it  some 
mornings  f  What  if,  when  they  visited  other  homes 
where  prayers  were  omitted,  they  wished  that  at  their 
house  they  could  have  the  same  freedom  from  the 
restraints  of  religion  ?  What  if  they  did  resolve  not  to 
bind  their  o^\ti  children  by  any  such  invariable  custom 
when  they  should  become  heads  of  families  ?  When  at 
last  father  died,  they  missed  the  usual  service,  and  as 
they  looked  into  his  thin  face  and  remembered  how 
those  lips,  now  silent,  had  faithfully  called  on  God  every 
morning  and  every  evening,  they  were  glad  that  this 
record  had  been  made  by  the  departed  saint,  and  they 
quietly  resolved  to  make  the  same  record.  Prayer  may 
interfere  with  business  plans  now  and  then  for  five  or 
ten  minutes  in  the  morning,  but  no  one  ever  regrets  it 
when  the  last  morning  has  come  and  the  coffiin  is  in  the 
parlor. 

Family  prayer  is  a  great  educator.  It  is  an  object 
lesson  to  little  people  which  teaches  more  than  any 
catechism  or  homily.  It  is  reverend  recognition  in 
action  of  the  unseen  God.  It  is  a  visible  sign  to  chil- 
dren of  an  invisible  authority.     Why  does  the  greatest 


36  THE    MODERN    SUNDAY    SCHOOL. 

strength  they  know  of  bow  down  with  closed  eyes  to  ask 
for  strength  ?  Why  does  the  tenderest,  sweetest  love 
they  have  ever  seen  or  dreamed  of  bend  the  knee  and 
breathe  a  prayer  for  love  ?  To  the  child's  mind  comes 
the  answer,  My  father  and  my  mother  look  up  to  God 
as  I  look  up  to  them.     I,  too,  must  look  up  to  God. 

The  reading  of  Scripture  in  the  family  is  likely  to  be 
omitted  entirely  unless  made  necessary  by  the  law  of 
daily  domestic  devotion.  Suppos(?  it  is  a  reading  lesson 
of  only  five  verses  each  morning.  That  will  make 
thirty-five  verses  a  week,  and  seventeen  hundred  and 
twenty-five  verses  a  year.  Multiply  that  by  ten  years. 
How  much  of  God's  Word  is  read  in  the  hearing  of  the 
household  by  a  fixed  habit  of  holding  a  brief  season  of 
family  prayer  once  a  day ! 

Family  prayer  exerts  a  silently  subduing  and  refining 
power  over  the  house.  It  calms  the  mind.  It  stops  the 
currents  of  secularity.  It  brings  into  the  mind  great 
and  holy  thoiights.  It  connects  daily  life  with  heaven. 
It  sends  out  over  the  day  a  restraining  influence. 
Kitchen  and  school  work  will  move  a  little  more  smooth- 
ly. Sin  will  seem  more  sinful.  There  will  be  a  firmer 
safeguard  against  temptation.  The  family  that  does 
not  open  the  day  with  prayer  must  lose  power. 

Family  prayer  supplies  parental  opportunity.  By  it 
the  foundations  of  doctrine  may  be  laid,  reproofs  ad- 
ministered, divine  authority  recognized,  dangers  appre- 
bended  and  avoided.  It  is  much  easier  to  govern  a 
family  of  children  where  parents  and  children  habitu- 
ally invoke  God's  blessing. 

Family  prayer,  especially  where  there  are  very  young 
children,  or  worldly  minded  young  people,  need  not  be 


THE   SCHOOL   AND   THE   HOME.  37 

objectionably  protracted.  A  minute  is,  after  all,  quite 
a  long  time.  How  much  Scripture  can  be  read  in  one 
minute !  How  many  things  one  can  ask  for  in  a  prayer 
one  minute  long ! 

Let  us  have  the  fixed  order.  [N^ever  omit  it.  Before 
breakfast  or  after  breakfast ;  'Q.x  the  time,  and  daily 
mark  it.  Sit  down  deliberately.  Avoid  all  signs  of 
haste.  Read  carefully  a  few  verses — five,  ten  or  more. 
Kneel  for  prayer.  Then  pray.  Pray  for  something 
definite.  Pray  short,  but  in  a  calm,  reverent  and 
leisurely  way.  Open  the  home,  and  the  hearts  that  are 
in  it,  to  the  heavens.  Do  this  daily.  Let  nothing  pre- 
vent.    The  reward  will  come. 


38  THE  MODERN  SUNDAY  SCHOOL. 


CHAPTEK  IV. 


THE    OEGANIZATION. 


The  Holy  of  Holies  in  the  Jewish  Tabernacle  was 
designed  for  the  presence  and  manifestation  of  the 
Shekinah — the  source  of  all  strength,  guidance,  and  vic- 
tory for  Israel.  That  presence  was  everything.  And 
yet  how  particular  the  directions  given  to  Moses  touch- 
ing the  construction  of  the  place  for  the  presence  !  The 
material,  the  measurements,  the  sockets,  the  curtains, 
the  veil,  the  ark,  the  cherubim — all  ''after  the  pattern" 
shown  him  by  the  Lord.  ''Even  so  shall  ye  make  it." 
Absolute  dependence  upon  the  divine  power  did  not 
hinder  most  careful  attendance  to  the  human  conditions. 
As  then,  so  now. 

The  best  use  of  force  in  associated  labor  requires 
economy,  and  in  order  to  economy  there  must  be  organ- 
ization. I  turn,  therefore,  to  the  human  side  of  our 
Sunday-school  work — its  organization  and  management. 

As  organization  is  effected  for  the  distribution  of 
labor,  its  power  is,  first  of  all,  expressed  in  the  appoint- 
ment of  certain  persons  who  are  to  carry  out  its  purposes. 

Thus  we  find  in  every  organization:  (1)  Its  own 
original  or  derived  authority;  and  (2)  a  certain  trans- 
ferred authority  by  which  its  agents  perform  the  w^ork 
for  which  they  were  appointed. 

The  Sunday  school  has  its  authority  and  its  officers 
— the  power  and  the  agents  of  that  power.    These  agents 


THE   ORGANIZATION".  39 

may  be  distributed  in  three  classes:  (1)  Those  who  sim- 
ply jDerform  the  work  necessary  to  the  existence  and 
management  of  the  organization — such  as  secretaries 
and  treasurers.  (2)  Those  who  perform  or  direct  the 
work  for  which  the  organization  was  effected — the  three- 
fold service  of  administration,  worship,  and  instruction, 
such  as  the  superintendent  and  the  teachers.  (3)  Those 
who  supervise  both  classes  of  agents  and  every  depart- 
ment of  the  work,  such  as  the  pastor,  the  church  com- 
mittee in  charge  of  the  Sunday  school,  and  finally  the 
central  ruling  power  in  the  church  itself. 

The  question  as  to  the  original  authority  of  the 
Sunday  school  will  be  answered  according  to  the  theory 
of  the  person  questioned.  It  may  be  in  the  school  itself 
as  an  independent  organization,  a  society  outside  of  all 
churches,  and  amenable  to  none.  It  may  be,  and  I  think 
in  every  case  should  be,  from  the  church  as  a  divine 
institution  established  to  do  a  given  work,  and  creating 
the  Sunday  school  as  the  wisest  and  best  method  for 
doing  that  work.  Having  established  or  recognized  the 
method,  the  church  as  a  local  body,  or  the  church  con- 
nectional,  should  be  responsible  for  everything  pertain- 
ing to  the  school — for  the  constitution  or  plan  under 
which  it  is  to  be  conducted,  and  for  the  officers  who  are 
to  have  control  for  this  purpose.  These  should  make 
regular  reports  to  the  church  in  her  governing  confer- 
ence or  committee,  or  to  the  congregation  in  which  all 
ecclesiastical  power  may  be  lodged. 

Sometimes  the  whole  authority  rests  with  the  pastor, 
who,  being  responsible  for  the  work  of  teaching,  chooses 
of  his  own  will  to  use  the  Sunday  school  as  one  plan 
for  doing  his  own  work.     So  he  organizes  it  as  he 


40  THE  MODERN  SUNDAY  SCHOOL. 

pleases,  conducts  as  he  pleases,  and  appoints  whom  he 
pleases  as  his  assistants.  This  was  the  view  of  Dr.  S. 
H.  Tyng,  one  of  the  earliest,  wisest,  and  most  energetic 
of  the  Sunday-school  men  of  America.  In  my  early 
years  as  a  Sunday-school  worker,  I  wrote  to  Dr.  Tyng, 
asking  for  a  copy  of  the  constitution  of  his  Sunday 
school.  He  gave  me  a  prompt  and  courteous  reply,  but 
said  he  was  sorry  ^^he  could  not  come."  Dr.  Tyng  was 
his  own  Sunday-school  constitution.  The  power  could 
not  have  been  lodged  in  a  wiser,  more  generous,  more 
affectionate,  or  more  positive  heart  and  will ;  but  it  is  a 
good  thing  that  this  autocratic  idea  does  not  prevail  in 
the  modern  Sunday  school. 

Authority  must  dwell  somewhere,  and  where  more 
appropriately  and  securely  than  in  the  church  itself? 
The  church  should  create  the  school — ^the  regular  church 
school,  and  as  well  the  mission  school  on  the  borders. 
It  should  appoint  the  officers,  subject  to  such  co-opera- 
tive plan  as  may  enlist  the  judgment  and  sympathy  of 
the  teachers  with  whom  the  officers  must  be  associated. 
The  church  should  give  liberally  to  the  support  of  the 
school,  should  in  every  way  manifest  its  deep  interest 
in  the  work  of  the  school,  and  thereby  gain  a  recognition 
of  right  when  in  an  emergency  it  is  compelled  to  inter- 
fere for  the  protection  of  any  interest. 

This  is  true  of  mission  schools.  It  is  true  of  denom- 
inational schools.  They  should,  wherever  practicable, 
be  under  the  control  of  some  responsible  church.  All 
truly  ^'Union''  people — those  who  believe  in  the  unity  of 
believers — can  as  readily  do  effective  work  under  a  de- 
nominational as  under  a  "Union"  banner.  A  union 
school  must  soon  or  late  become  a  denominational  school. 


THE    ORGATs'IZATION.  41 

The  sooner  the  necessary  development  occurs  the  better. 
And  better  still  if  it  can  begin  in  this  larger,  wiser  way. 
A  Sunday  school,  to  do  its  best  work,  needs  a  church 
behind  and  responsible  for  it. 

In  the  election  of  officers,  and  especially  of  superin- 
tendent, I  have  already  intimated  that  the  teachers 
should  share  responsibility  with  the  pastor  and  church 
committee.  They  understand  the  condition  and  needs 
of  the  school.  They  render  voluntary  and  gratuitous 
service,  and  seem  to  have  a  measure  of  right  in  the  mat- 
ter. It  would  be  bad  policy  to  give  children  a  voice  in 
the  selection  of  the  superintendent.  To  say  nothing  of 
their  lack  of  judgment,  it  would  be  injurious  to  youth, 
already  too  little  subject  to  government,  to  place  such 
power  in  their  hands.  The  plan  of  allowing  children  to 
vote  is  every  way  pernicious.  Xor  would  much  be 
gained  by  extending  the  right  of  suffrage  to  adult 
classes,  many  of  whose  members  are  not  members  of  the 
church,  and  are  not  competent  to  judge  as  to  what  will 
best  serve  the  church.  As  in  secular  schools,  from  pri- 
mary department  to  college,  instructors  are  selected  for 
the  students,  even  though  they  may  be  men  full  grown, 
it  will  be  safest  and  best  in  Sunday  schools  to  leave  the 
selection  of  teachers  to  the  church  itself  after  such 
method  as  its  governing  body  may  deem  most  wdse.  In 
this  way,  too,  a  deal  of  political  wire-pulling,  or  at  least 
of  temptation  to  it,  will  be  avoided. 

The  representatives  of  the  governing  power  of  the 
church  in  the  Sunday  school  would  do  well  to  be  there 
as  teachers  or  as  members  of  adult  classes,  rather  than 
as  a  separate  council  with  visible  authority.  It  is  rarely 
that  they  will  have  occasion  to  exert  their  power  against 


42 


THE    MODERN    SUNDAY    SCHOOL. 


the  preference  of  the  school,  but  can  do  so  when  neces- 
sary with  greater  effectiveness  if  by  their  constant  pres- 
ence they  are  one  with  the  school,  and  know  by  personal 
acquaintance  its  conditions  and  necessities.  People 
shrink  from  ecclesiastical  interference.  The  record  of 
ecclesiasticism  in  the  world  justifies  to  some  degree  this 
sensitiveness,  and  is  perhaps  the  cause  of  it.  It  will  be 
well,  therefore,  to  keep  the  churchly  authority  in  the 
background,  and  to  invoke  its  public  and  official  ex- 
pression against  the  general  preference  of  the  school 
only  when  nothing  else  will  do. 


THE   SUPERINTENDENT.  43 


CHAPTEE  Y. 


THE  SUPERINTENDENT. 


The  Sunday-school  superintendent  I  describe  is  not  a 
perfect  man  in  physical  appearance  or  health,  in  intel- 
lectual endowment  or  culture,  in  temporal  circumstances 
or  prospects,  in  spiritual  attainment  or  profession,  in 
professional  ability  or  reputation ;  but  he  is  by  no  means 
a  dead  man,  or  a  dolt,  or  a  pauper,  or  a  bad  man,  or  a 
drone.  If  he  is  not  at  the  top  of  the  ladder,  he  certainly 
is  not  at  the  bottom.  There  may  be  "smarter''  men 
than  he  is,  and  bolder  men,  and  men  that  dress  better 
and  have  more  money,  and  have  seen  more  of  the  world ; 
but  our  superintendent  is  a  man  that  nobody  dare  laugh 
at,  or  scoff  at,  or  scold  at,  or  defy.  He  has  good  sense 
and  a  good  heart.  He  loves  his  work,  and  wishes  he 
could  perform  it  better,  and  would  be  very  willing  to 
resign  if  he  had  evidence  that  it  would  be  better  for  the 
school  that  he  should  do  so. 

The  superintendent  superintends.  He  superintends 
to  protect.  He  chiefly  protects  the  teachers  and  pupils 
committed  by  parents  and  the  church  to  his  care. 

He  protects  the  pupils  against  all  bad  influence — 
careless,  irreverent,  and  superficial  teachers,  and  all 
weak  and  wicked  fellow-pupils.  He  remembers  that 
parents  commit  their  children  to  his  keeping  during  the 
hour  of  the  Sabbath-school  session,  and  he  is  conscien- 
tiously anxious  to  guard  them  against  anything  which 


44:  THE  MODERN  SUNDAY  SCHOOL. 

would  be  likely  to  weaken  their  regard  for  the  church 
and  the  Word  of  God. 

He  protects  teachers  against  interruption  during  the 
class-hour.  He  himself  never  comes  near  a  class  during 
the  time  assigned  by  the  programme  of  the  school  to  the 
study  of  the  lesson.  By  counsel  and  example  he  pre- 
vents interruption  by  pastor,  assistant  superintendent, 
treasurer,  librarian,  and  visitors. 

He  protects  the  entire  school  against  weariness  and 
annoyance.  Elaborate  and  protracted  speeches  are 
never  delivered  from  his  platform.  Xo  Sunday-school 
magnate  is  great  enough,  or  important  enough,  to  oc- 
cupy the  precious  time  of  his  session  with  an  address. 
He  so  adjusts  the  ordering  of  the  programme,  and  so 
carries  it  out,  that  everything  finds  its  time  and  place, 
and  the  benediction  is  pronounced  before  the  school  is 
exhausted. 

He  tries  to  improve.  He  subscribes  for  all  the  peri- 
odicals he  can  afford  to  take  and  study.  He  studies  the 
lesson  helps,  and  attends  conventions,  institutes,  assem- 
blies, and  normal  classes,  whenever  he  can.  He  thinks 
that  other  people  may  know  some  things  that  he  has  not 
yet  learned,  and  that  they  may  have  good  plans  which 
he  has  never  adopted,  and  of  which  he  has  not  yet  heard. 
He  knows,  too,  that  ideas  stir  him  up  and  start  ideas  in 
himself — ideas  of  his  own — which  he  can  work  better 
than  any  borrowed  or  secondhand  ideas.  So  he  puts 
himself  where  he  may  be  "stirred  up"  by  other  people's 
experience  and  speculations.  He  ponders  what  he 
hears  and  reads.  He  discusses  all  new  suggestions,  and 
draws  out  people  whose  judgments  he  values ;  and  while 
he  does  not  make  haste  to  adopt  a  new  plan,  he  does  not 


THE  SUPERINTENDENT.  45 

discard  it  because  it  is  new  and  different  from  anything 
he  has  ever  done  or  thought.  He  often  asks  the  ques- 
tion in  the  teachers'  meeting,  ''What  are  some  of  the 
defects  in  the  present  administration  of  the  school  ?" 
He  thinks  that  he  may  get  help  from  the  men  and  women 
who  every  Sabbath  observe  him,  and  who  must  be 
hindered  or  helped  in  their  work  by  him. 

He  tries  to  be  a  practical  example  of  what  he  expects 
or  desires  in  his  school.  He  wants  his  teachers  and 
scholars  to  be  punctual,  so  he  is  punctual.  He  loves  in 
them  good  order,  self-control,  reverence,  attention,  sym- 
pathy, patience,  studiousness,  enthusiastic  love  of  the 
school.  He,  therefore,  say§  little  about  wdiat  he  loves, 
but  shows  his  taste,  preference,  delight,  and  desire  in 
the  most  effective  way.  He  tries  to  be  a  specimen.  He 
does  not  say  so,  but  everybody  knows  it,  and  that  makes 
them  desire  to  please  him.  His  being  is  better  than 
bell-ringing  and  lecturing.  The  plainest  proof  of  a  doc- 
trine is  the  practice  of  it.      Thus  he  governs  by  example. 

He  knows  what  quiet  is  in  Sabbath  school.  It  is  as 
nearly  perfect  stillness  as  may  be  secured — a  stillness  to 
which  the  average  public-school  pupil  is  accustomed 
during  the  opening  moments  of  the  week-day  school. 
The  charm  of  absolute  stillness  is  as  great  in  the  one 
place  as  in  the  other.  It  is  much  easier  to  secure  in  the 
secular  than  in  the  Sunday  school.  It  is  not,  therefore, 
of  less  importance  in  the  latter.  Some  superintendents 
seem  oblivious  to  all  disturbance,  whispering,  rustling 
of  papers,  shuffling  of  feet,  restlessness  of  body,  all  of 
which  produce  a  kind  of  suppressed  confusion.  Their 
ears  do  not  seem  to  detect,  nor  their  tastes  to  be  shocked 
at  even  trifling  disorder.     It  would   do  the   superin- 


46  THE  MODEKN"  SUNDAY  SCHOOL. 

tendent  great  good  occasionally  to  attend  the  chapel 
services  or  other  opening  exercises  of  the  village  or  city 
public  school.  lie  would  thus  cultivate  sensitiveness 
in  the  right  direction. 

The  true  superintendent  knows,  as  I  have  said,  how 
to  be  quiet  himself — quiet  in  spirit,  offering  the  prayer, 
''Calm  me,  my  God,  and  keep  me  calm;"  quiet  in 
deportment,  carrying  himself  with  dignity,  ease,  steadi- 
ness; free  from  all  perturbation,  excitement,  and  emo- 
tion ;  quiet  in  administration,  never  ringing  his  bell  nor 
rapping  on  his  desk  with  violence,  never  betraying  a 
sense  of  personal  injury  at  the  insubordination  of  his 
scholars,  giving  his  commands  in  a  subdued  tone  of 
voice,  filling  the  school  with  the  peaceful  atmosphere 
which  he  desires  all  to  breathe.  He  knows  how  to  wait 
for  quiet:  standing  for  a  minute  without  moving  a 
muscle,  looking  steadily,  holding  himself  in  a  hushed, 
patient,  undisturbed  mood,  until  every  pupil,  seeing 
him,  knows  wdiat  he  desires  and  purposes. 

The  true  superintendent  is  in  charge  of  his  school 
seven  days  a  week.  He  has  it  on  his  brain  and  on  his 
conscience  and  on  his  heart  all  the  time.  He  begins  his 
Sunday-school  work  on  Sunday  morning  before  he  gets 
out  of  bed,  and  keeps  at  it  until  the  following  Saturday 
night.  He  dreams  about  it  when  he  sleeps.  In  the 
place  of  secret  prayer,  at  the  table,  on  the  street-car,  in 
his  shop,  on  the  street,  he  is  a  Sunday-school  superin- 
tendent, praying,  planning,  practicing.  It  makes  him 
smile  to  see  one  of  his  teachers  or  scholars.  He  is 
never  so  busy  that  he  cannot  give  a  nod  of  the  head, 
a  pleasant  look  of  recognition,  and  a  word  of  welcome 
to  anybody  connected  with  the  Sunday  school.     It  is 


THE   SUPERINTENDENT.  47 

his  custom  to  carry  a  pocket-book  in  which  are  re- 
corded all  the  names  of  his  school.  He  has  another 
pocket-book  with  the  lesson  for  the  week  pasted  in  it, 
and  blank  pages  for  his  own  random  thoughts.  If  he 
meets  John  Roberts,  a  scholar  in  the  intermediate  de- 
partment, he  at  once  begins  to  ponder  the  lesson  with 
John  in  mind,  to  see  if  he  can  find  a  turn,  a  topic,  a 
thought,  that  might  do  the  boy  good.  If  he  meets  a 
teacher,  he  has  a  word  to  say  about  the  lesson — a  hint  to 
give  or  a  question  to  ask.  Being  so  full  of  Sunday- 
school  work  week-days,  he  gets  a  heavy  pressure  on  by 
Sunday,  and  less  wise  men,  with  such  a  ^'head"  of 
knowledge,  would  flow  too  freely  and  too  long  during 
the  Sunday-school  Session.     But — 

The  true  superintendent  knows  how  to  keep  still  and 
when  to  stop.  He  does  not  pour  forth  every  speech  that 
tickles  his  brain.  He  could  talk  a  great  deal,  but  he 
does  not.  He  could  ^^say  a  few  things"  about  the  lesson 
at  the  opening  of  the  session,  and  before  the  lesson  be- 
gins and  after  the  lesson  closes,  and  before,  during,  and 
after  the  "reveiw,"  and  again  at  the  close  of  the  school. 
But  he  holds  his  tongue  and  brain  in  subjection.  He 
never  speaks  too  often  nor  says  too  much  His  teachers 
and  pupils  and  visitors  wish  he  would  say  more,  but  he 
is  a  man  of  few  words,  and  these  are  always  to  the  point 
and  well  chosen,  and  full  of  wisdom,  and  the  multitude 
of  unspoken  thoughts  gives  power  to  his  speech. 

He  is  a  religious  man.  He  believes  the  Bible  to  be 
divine.  He  believes  this  with  his  heart.  He  is  neither 
weakly  credulous  nor  sceptical.  He  is  free  from 
fanaticism  and  full  of  faith.  He  hates  sin  and  loves 
righteousness.     His  example  is  right,  for  he  knows  that 


48  THE  MODERN  SUNDAY  SCHOOL. 

deeds  are  mightier  than  words,  and  that  what  the  super- 
intendent does  will  tell  more  effectively  than  the  lessons 
he  communicates  in  review  and  exhortation.  What  it 
is  not  well  for  his  pupils  to  do  he  certainly  must  not 
himself  do.  What  is  not  becoming  in  his  minister  is  not 
becoming  in  him.  The  card-playing  superintendent, 
the  dancing  superintendent,  the  theatre-going  superin- 
tendent, the  wine-drinking  superintendent — all  these 
are  examples  which  work  harm,  and  only  harm,  to 
the  young  people  who  belong  to  the  school  and  the 
church  of  which  that  school  is  a  part.  This  is  his  honest 
conviction.  There  is  no  soft  sentimentality  about  his 
piety.  He  has  no  ^^put-on'^  tones.  He  does  not  talk 
about  ^^dear  Jesus"  after  the  sickly  manner  of  some. 
To  him  Jesus  is  a  reality,  a  person,  a  presence,  a  mar- 
velous power.  He  believes  in  Him,  loves  Him,  lives 
for  Him,  represents  Him  in  all  uprightness  of  life, 
purity  of  speech,  and  consistency  of  example.  The 
scholars  say  that  they  never  thought  of  Jesus  as  being  so 
practical  and  gentlemanly  and  great-hearted  and  un- 
selfish as  He  has  seemed  since  they  knew  their  superin- 
tendent. There  is  always  something  said  from  the 
superintendent's  desk  about  Jesus  Christ.  Every  les- 
son has  something  in  it  about  Him.  The  hymns 
selected  to  be  sung  are  full  of  Him.  The  superin- 
tendent's prayer  seems  to  bring  Him  very  near,  and  the 
superintendent  has  one  thought  deeper,  stronger,  more 
constantly  present  than  any  other ;  it  is  apparently  em- 
bodied in  this  question:  How  shall  I  be  like  the  Lord 
Jesus  Christ,  and  make  my  teachers  and  scholars  like 
Him? 

He  is  a  man  of  one  book.     And  that  is  not  music- 


THE   SUPERINTENDENT.  49 

book,  record-book,  report-book,  or  library-book,     ^or  is 
it  question-book.     It  is  The  Book  of  books.     The  Sun- 
day school  is  the  Bible  school.     The  truth  it  teaches 
is  Bible  truth — the  facts  and  ethics  and  doctrines  and 
promises  of  God  as  contained  in  that  great  treasury  of 
holy  learning.      The  superintendent  is  a  Bible  man;  a 
believer  in  the  Bible ;  a  lover  of  the  Bible ;  a  reader  of 
the  Bible;  a  student  of  the  Bible.     That  book  is  his 
favorite  book,  his  "classic,"  his  companion.     He  knows 
its   best  things,   its   sublimest   things,   its  most  useful 
things.     These  he  runs  over  so  often  that  the  leaves 
drop  out.     He  needs  a  new  Bible  every  once  in  a  while. 
The   superintendent   makes   his   scholars   and   teachers 
understand  the  value  of  the  Bible  by  giving  it  the  right 
place  in  the  school.     He  reads  directly  from  it.     He 
requires  his  teachers  to  use  it  in  the  class.     He  requires 
the  class  to  use  it  in  their  recitations.      The  Book  is  the 
symbol  on  the  walls  and  on  the  banners  of  his  school; 
the  sacred  ornament  of  his  desk;  the  key-note  of  all 
songs;  the  final  authority  in  all  discussions;  the  prep- 
aration   for    every    prayer;    the    last    thing    of    every 
session.      The  Bible  lesson  is  the  staple  of  the  pro- 
gramme; the  theme  of  "addresses"  to  the  school;  the 
source  of  "supplemental"  or  special  lessons.    The  super- 
intendent honors  the  Bible  that  his  teachers  and  pupils 
may  honor  it.     He  speaks  of  it  frequently,  handles  it 
reverently,   quotes  it  acurately,  teaches  it  systematic- 
ally, searches  it  personally,  prayerfully,  diligently. 

Where  such  a  "rock"  is  laid  by  a  wise  master-builder, 

the  foundations  of  the   Sunday   school   will   be   firm. 

Where  such  a  "lamp"  is  placed,  there  will  be  clear  light. 

Where  such  "manna"  is  supplied,  there  will  be  abundant 

4 


50  THE  MODEEN  SUNDAY  SCHOOL. 

food.  Where  such  '^riches"  are  accunmlated,  there  will 
be  inexhaustible  resources — ''gold"  and  "silver"  and 
''precious  things"  of  the  heavenly  kingdom. 

The  superintendent  does  not  organize  his  school  to 
death.  lie  believes  in  organization,  but  he  believes 
also  in  freedom.  He  has  an  aim,  a  general  plan,  a 
fixed  purpose,  much  zeal,  and  depends  upon  the  general 
influence  of  these  forces  for  success  in  his  work.  He 
does  not  multiply  beyond  reasonable  limits  committees, 
boards,  circles,  societies,  etc.  He  believes  in  the  print- 
ing-press, but  does  not  multiply  cards,  tickets,  certifi- 
cates, circulars,  ad  infinitum.  He  depends  a  great  deal 
on  the  common  sense  of  people.  He  believes  that  the 
memory  may  serve  a  good  purpose.  He  announces 
from  his  desk,  and  the  pastor  announces  from  the  pul- 
pit, many  of  the  things  which  other  people  would  put 
into  print  at  great  expense.  He  does  not  have  too  many 
meetings;  therefore  ordinary  people  can  remember  his 
appointments.  He  avoids  the  puerilities  which  many 
superintendents  adopt,  and  while  his  general  plans  may 
be  easily  understood  by  the  little  people,  there  is  nothing 
in  their  simplicity  which  to  the  mature  scholars  savors 
of  silliness.  He  believes  that  simplicity  may  comport 
with  dignity,  and  that  child-likeness  is  a  very  different 
thing  from  childishness. 

The  superintendent,  however,  knows  the  powers  of 
the  press.  He  may  not  be  ambitious  to  carry  on  an 
independent  paper  Avhich  he  or  his  school  edits,  in  lieu 
of  regularly  established  church  periodicals.  He  may, 
indeed,  publish  a  quarterly  or  annual  in  which  his  school 
has  a  special  interest,  but  this  does  not  crowd  out  the 
standard  periodicals.    He  insists  upon  the  use  of  papers 


THE   SUPERINTEXDENT.  51 

and  books  in  his  school.  He  sets  his  will  strongly  in 
this  direction.  In  his  own  mild  but  iirm  way,  he  talks 
about  the  ''absolute  necessity"  of  putting  a  paper  every 
week  into  the  hands  of  every  pupil,  lie  believes  that 
we  cannot,  in  one  hour  on  the  Sabbath,  do  the  whole 
work  of  instruction  that  is  demanded  by  the  Sabbath 
school.  A  good  paper  must  supplement  a  good  lesson. 
ISTor  does  he  stop  at  periodicals.  He  is  a  firm  believer 
in  good  books,  and  in  the  Sunday  school  as  a  centre  for  a 
good  circulating  library  in  the  community.  He  believes 
in  religious  books  of  every  class  and  for  every  class  of 
pupils — religious  biography,  works  of  the  imagination 
true  to  the  religious  idea,  church  history,  works  on  spir- 
itual life,  experimental  and  practical;  but  he  also 
believes  that  as  the  pupils  of  his  school  will  read 
something  during  the  six  days  of  the  week,  and  will  not 
confine  that  reading  to  books  of  a  purely  religious  and 
spiritual  character,  and  do  not  usually  have  access  to  the 
right  kind  of  secular  literature,  it  is  the  duty  of  the 
school  to  provide  for  its  library  a  secular  department,, 
containing  standard  works  of  imquestionable  character, 
entertaining  and  elevating.  He  would  be  glad  to  have 
this  great  library  open  through  the  week,  if  possible ;  at 
least,  on  two  or  three  afternoons  or  evenings.  He  would 
encourage  everybody  to  secure  their  books  during  the 
week,  and  he  would  make  provision  on  the  Sabbath  only 
for  those  who  do  not  find  it  convenient  to  reach  the 
library  on  any  other  day.  He  believes  in  the  power  of 
the  tract.  He  knows  that  a  monograph  charmingly 
written,  a  condensed  argument,  a  chapter  of  biography 
or  history,  a  personal  appeal,  will  be  welcomed  and  pon- 
dered where  a  larger  volume  might  be  laid  aside.     With 


52  THE  MODERN  SUNDAY  SCHOOL. 

such  faith  in  the  press,  and  with  such  broad  views  con- 
cerning its  employment  by  the  Sunday  school,  you  will 
not  be  surprised  to  see  each  member  of  his  school  coming 
from  its  session  with  a  weekly  paper  of  some  sort,  a 
good  tract,  a  religious  book,  and  some  book  on  general 
literature  for  week-day  reading.  By  furnishing  such  a 
large  supply  of  reading  matter  he  preoccupies  the  spare 
time  of  the  pupils  through  the  week,  and  prevents  the 
purchase  by  them  of  the  weak  and  silly  trash  which  is 
now  so  largely  patronized,  the  tendency  of  which  is  to 
defeat  the  very  objects  contemplated  by  the  Sabbath 
school. 

The  superintendent  has  well  studied  the  power  of 
personal  influence.  He  knows  that  the  "hand-to-hand 
work''  is  worth  a  great  deal  more  than  merely  public 
ministrations.  He  knows  the  power  of  social  sympathy 
— the  kind  w^ord,  the  smile  of  friendship,  the  manifesta- 
tion of  personal  interest — and  in  a  quiet  way  he  has 
committed  nearly  all  of  his  pupils,  at  least  those  who  are 
in  special  need  of  such  personal  supervision,  to  the  care 
of  the  best  men  and  women  in  the  church.  Each  one 
of  these  unpublished  class-leaders  has  a  list  of  the  names 
of  older  boys  and  girls  placed  in  his  charge  by  this 
sharp-eyed,  wise  superintendent.  If  Miss  Mary  hap- 
pens to  meet  Mrs. on  her  way  from  school ;  if  Mrs. 

invites  Mary  to  a  cup  of  tea,  or  to  a  half  hour  chat 

over  some  new  photographs ;  if  Mrs. calls  for  a  few 

minutes  at  Miss  Mary's  home,  leaving  a  choice  extract 
from  some  paper,  or  a  few  pages  marked  out  of  some 
book,  to  be  read  at  her  leisure — all  these  movements 
may  seem  like  accidents,  but  they  are  merely  the  carry- 
ing out  of  the  plan  of  the  skillful  superintendent,  who 


THE   SUPERINTENDENT.  63 

has  a  score  of  ladies  and  gentlemen  engaged  in  tlie  same 
silent,  social  ministry,  and  who  knows  very  well  that 
every  such  casual  interview,  or  call,  is  of  as  much 
spiritual  and  social  benefit  to  the  class-leader  as  to  the 
class  of  persons  helped.     ' 

The  superintendent  waves  his  magic,  invisible  wand, 
and  many  a  household  has  its  family  circle  enlarged  by 
the  presence  of  two  or  three  guests,  who  are  there  ap- 
parently through  spontaneous  courtesy,  and  who  are 
thereby  won  to  the  support  of  the  church,  and  to  whom 
the  lessons  of  the  Sabbath  become  vital  and  practical. 

The  superintendent  knows  enough  of  human  nature 
to  recognize  the  wisdom  of  the  secular  system  of  educa- 
tion, Avhich  draws  sharp  lines  between  grades  of  pupils, 
assigning  to  one  class  the  primary  grade,  to  another  the 
intermediate,  to  another  the  high  school.  He  notices 
that  in  the  last-named  institution  the  principal  addresses 
^'young  ladies"  and  ^^young  gentlemen,"  not  "girls"  and 
"boys."  He  also  sees  that  the  songs,  the  drills,  the  reci- 
tations, and  all  the  requirements  of  the  place  are  of  a 
higher  type  than  those  emploj^ed  in  the  lower  classes. 
In  so  many  ways  he  imitates  this  wise  policy  of  secular 
educators. 

The  superintendent  has  heard  of  the  "assembly 
idea."*  He  approves  the  suggestion  that  the  Sunday 
school  is  almost  of  necessity  a  juvenile  institution,  and 
that  while  we  call  it  "Sunday  school,"  with  the  his- 
torical and  traditional  associations  connected  with  it,  it 
will  be  almost  impossible  to  retain  in  its  courts  our 
young  people  with  any  real  enthusiasm  and  devotion. 
He  has  therefore  proposed  to  organize  all  the  members 

*  For  the  "  assembly  idea  "  see  pp.  232-240. 


5.4  THE  MODERN  SUNDAY  SCHOOL. 

of  his  scliool  over  fifteen  years  of  age  into  an  "Assem- 
bly." Once  a  month  (after  a  while  he  hopes  to  do  it 
oftener)  he  requests  the  "Assembly"  to  remain  after  the 
school  has  been  dismissed,  and  then  they  all  occupy  the 
front  seats,  boys  and  girls  (nbw  young  men  and  young 
women),  teachers  and  all;  and  with  the  pastor,  and  him- 
self as  president,  on  the  platform,  engage  in  services 
more  dignified  and  thoroughly  adapted  to  this  mature 
dej)artment  of  the  church. 

Boys  who  were  ashamed  to  be  called  Sunday-school 
boys,  because  of  the  misconception  which  almost  every- 
w^here  prevails  concerning  the  institution,  find  no  offence 
in  being  identified  with  the  "Assembly,"  and  the  super- 
intendent sees  large  possibilities  in  the  "Church  Assem- 
bly" of  the  future.  He  sees  in  it  doctrinal  study  and 
discussions,  archaeological  lectures  and  illustrations, 
lecture  lessons  in  Biblical  evidences,  scientific  experi- 
ments for  week-day  hours,  and  various  drills  which  will 
imite  the  public  school,  the  academy,  and  the  college 
w^ith  the  church,  and  reveal  the  religious  charm  that 
there  is  in  science,  showing  more  and  more  to  our  young 
people  what  firm  friends  of  science  are  the  church,  the 
Bible,  and  the  clergy. 

The  true  superintendent  understands  very  well  the 
power  of  home-life.  He  knows  that,  in  spite  of  the  most 
faithful  labors  of  the  Sunday-school  teacher  on  Sunday 
and  through  the  week,  it  is  possible  for  home-life,  ex- 
ample, spirit,  and  unconscious  influence  to  neutralize  all 
that  he  may  do.  He  therefore  tries  to  link  his  school 
Avith  the  homes  it  represents.  He  sends  out  from  his 
desk,  by  way  of  the  several  classes,  imaginary  tele- 
graphic and  telephonic  lines,   which   extend  to   every 


THE   SUPERINTENDENT.  65 

household.  He  prays  for  the  parents  of  his  scholars; 
he  publicly  reminds  the  children  of  the  Bible  require- 
ment concerning  obedience  to  parents.  Wherever,  in 
the  review  of  the  lesson,  it  is  possible  to  do  so,  he  brings 
out  the  religious  duty  of  reverence  and  obedience  and 
kindness  at  home.  He  reminds  the  children  of  the  trials 
and  perplexities  which  their  parents  experience.  In 
every  possible  way  he  seeks  to  build  up  in  the  hearts  of 
his  pupils  a  conscience  touching  their  final  and  fraternal 
duties.  His  efforts  in  this  direction  are  exerted  upon 
the  teachers  until  they  say:  "It  is  a  hobby  with  our 
superintendent.  He  is  always  talking  about  the  homes 
and  the  parents  of  the  scholars."  He  now  and  then  asks 
the  teachers  if  they  become  acquainted  with  these 
parents,  and  if  they  are  in  the  habit  of  sending  messages 
to  them  by  their  scholars ;  if  they  enter  their  closets  to 
pray  for  them.  All  these  messages  and  ministries, 
reaching  in  so  many  ways  and  so  frequently  the  ears 
of  parents,  excite  in  them  a  general  interest  in  the  school, 
and  a  particular  interest  in  the  superintendent.  In- 
quiries are  made  of  the  scholars  as  to  their  lessons,  as  to 
"what  the  superintendent  said  to-day,"  and  many  a  little 
reminder  on  the  part  of  the  children  awakens  the  con- 
science of  mother,  and  even  father,  in  the  everyday 
duties  of  life. 

The  true  superintendent  understands  the  value  of 
special  opportunities.  He  knows  that  children  as  well 
as  old  people  are  more  approachable,  susceptible,  and 
impressible  some  times  than  others.  He  knows  that 
when  the  community  is  suffering  from  "hard  times,"  a 
single  friendly  visit  to  make  inquiry  about  "how  matters 
gre  getting  along  with  the  family"  will  do  more  toward 


66  THE  MODEKN  SUNDAY  SCHOOL. 

winning  both  children  and  parents  than  a  score  of  ser- 
mons in  days  of  sunshine.  lie  knows  that  w^hen  the 
bovs  and  mrls  are  ill,  a  little  attention  Avill  tell  more  than 
six  months  of  ordinary  teaching.  He  knows  the  power 
of  sympathy  expressed  in  words  and  in  little  deeds  of 
conrtesy  and  kindness.  In  his  pocket-book  there  is  a 
little  slip,  handed  him  every  Sabbath  evening  by  the 
secretary  of  the  school,  on  which  may  be  found  the 
names  of  all  the  scholars  who  were  reported  absent  on 
account  of  sickness,  with  their  places  of  residence.  And 
during  the  next  week,  papers,  pictures,  choice  little 
fragrant  bouquets,  motto  cards,  and  other  reminders  of 
friendship  and  sympathy  go  to  these  many  homes.  In 
the  weary  sick-room  the  scholars  think  of  Sunday  school 
and  superintendent  and  teacher  who  thus  think  of  them, 
and  thinking  of  these  earthly  friends,  they  are  very 
likely  to  think  of  the  heavenly  Friend,  whose  kindness 
and  sympathy  and  patient  love  they  represent.  The 
superintendent  has  a  reservoir  of  sympathy  in  him,  and 
it  is  not  merely  expressed  in  addresses  on  the  platform, 
which  may  be  nothing  more  than  glittering  musical 
fountains,  pleasant  and  ornamental,  but  in  many  a  cup 
of  cold  water  to  the  thirsty  soul  amid  the  heat  and  weari- 
ness and  pain.  His  love  is  practical.  It  is  a  perpetual 
comment  on  the  law  of  beneficence  set  forth  in  the  gos- 
pel ;  and  when,  in  the  lesson  for  the  day,  good  works, 
charity,  sympathy,  usefulness,  are  directly  or  indirectly 
taught,  the  scholars  all  think  of  their  superintendent, 
and  more  than  one  boy  has  said  to  another,  ^^That's  like 
our  superintendent.'' 

He  knows  the  power  of  the  pulpit.     He  knows  that 
the  Sunday  school  is  a  "school,''  and  that  the  peculiar 


THE    SUPERINTENDENT.  67 

charms  and  influences  of  worship  and  of  i:)ublic  dis- 
courses are  not  secured  through  its  ministrations  as  they 
are  through  the  public  service.  He  knows  the  measure 
of  educational  power  in  the  Sunday  school,  and  he  also 
knows  that  there  are  elements  of  power  that  the  Sunday 
school  can  never  possess,  and  that  some  of  these  are 
found  only  in  connection  with  the  sanctuary.  He  there- 
fore always  talks  as  though  it  were  as  important  for 
every  little  child  to  attend  public  service  as  to  be  in  the 
primary  or  intermediate  class.  He  announces  the 
preaching.  His  teachers  keep  a  record  of  all  the 
scholars  who  attend  preaching.  He  calls  for  the  public 
recitation  of  the  last  text  that  was  preached  from  by  the 
minister.  A  particularly  good  point  in  the  last  sermon 
is  sometimes  repeated  by  the  superintendent  before  the 
school.  In  church  he  sits  where  he  can  watch  the  mem- 
bers of  the  school  as  they  may  be  distributed  through 
the  congregation,  and  little  improprieties  of  behavior 
are  delicately  reproved  before  the  school  or  in  private. 
Through  his  influence  there  are  more  thoughtfulness, 
reverence,  and  attention  in  the  public  congregation,  and 
the  singing  is  heartier.  The  superintendent  teaches  his 
school  to  pray  for  the  preacher.  He  says  that  when 
ministers  go  into  the  pulpit  to  preach  they  depend  for 
their  success  upon  the  special  blessing  of  the  Holy  Spirit, 
and  that  the  hearer  also  depends  upon  this  blessing  for 
the  profit  which  is  to  be  derived  from  the  sermon.  Even 
little  children  have  been  known  to  lisp  their  prayers  at 
mother's  side,  that  the  preacher  may  have  the  help  of 
Heaven.  And  this  goodly  service  on  the  part  of  their 
superintendent  tells  in  many  ways  upon  the  preacher, 
the  official  board,  and  the  congregation  at  large.    It  pro- 


58  THE  MODERN  SUNDAY  SCHOOL. 

motes  the  unity  of  the  church ;  it  promotes  in  silent 
ways  spiritual  power ;  it  gives  strength  to  every  depart- 
ment of  church  enterprise;  it  avoids  everything  like 
collision  and  rivalry  between  church  and  school ;  it  pre- 
vents apathy  on  the  part  of  both.  The  pulpit  and  the 
superintendent's  desk  are  very  near  to  each  other  in  the 
true  superintendent's  church. 

The  wise  superintendent  knows  the  power  of  the 
secular  school.  He  knows  that  as  parents,  companions, 
and  the  weekly  papers  have  their  power  and  influence 
over  his  pupils,  so  do  the  day-school  teachers.  He 
remembers  that  the  example  of  a  teacher  five  days  in  a 
week,  representing  as  he  does  the  largest  things  in  the 
boy's  horizon,  may  neutralize  or  help  the  spiritual  work 
which  the  school  aims  to  promote.  He  remembers  also 
that  a  large  part  of  the  trials  which  the  average  Sunday- 
school  scholar  experiences  comes  in  connection  with  the 
discipline  and  tasks  of  the  day  school ;  that  temptations 
to  dishonesty,  unfairness,  encouragement,  revenge,  are 
strewn  all  along  the  week,  from  Monday  morning  to 
Friday  night.  He  remembers  the  power  of  education 
for  good  or  evil;  the  power  of  literary  ambition;  the 
tendency  of  a  certain  kind  of  culture  to  weaken  the  faith 
of  childhood  in  the  divine  origin  of  the  Bible  and  the 
church  He  therefore  studies  the  Sunday  lessons  with 
his  eyes  open  to  the  temptations  and  demands  of  every- 
day-school life.  He  cultivates  the  acquaintance  of  secu- 
lar teachers,  and  enters  into  their  spirit.  Through  them 
he  studies  the  peculiar  perils  of  school-life  of  childhood. 
He  talks  to  his  school  now  and  then  about  conscientious- 
ness in  study,  honesty  in  recitation,  magnanimity  and 
fairness  on  the  playground,  sympathy  toward  their  poor 


THE    SUPERINTENDENT.  59 

and  less  highly  favored  schoolmates.  He  so  teaches,  on 
the  Sabbath,  truths  which  pertain  to  God  as  the  Cause 
of  all  things  and  the  King  and  Father  of  all  men,  and 
to  the  ethics  of  school-life,  that  in  the  recitation  room 
and  on  the  playground  the  scholars  sometimes  think  of 
the  superintendent,  his  exhortations,  and  frequent  re- 
minders of  duty.  The  secular  school  is  benefited  by  the 
moral  tone  thus  developed,  but  until  the  day  of  judg- 
ment it  will  never  be  known  who  inspired  it. 

He  believes  in  the  training  of  the  children  and  youth 
of  his  school  in  habits  of  intelligent,  practical,  next-door, 
and  world-wide  benevolence.  He  believes  that  love  is 
helpful.  One  may  sing  songs  about  charity  and  cling 
tenaciously  to  his  money,  as  one  may  chant  about  the 
heavenly  life  and  live  the  life  of  a  brute.  He  knows 
that  the  ideal  is  one  thing  and  that  real  life  is  another. 
He  therefore  thinks  much  over  the  problem.  How  can  I 
inspire  my  pupils  to  resolve  dreams  into  deeds,  songs 
into  service,  love  into  life  ?  Scholars  may  become  apt 
in  all  branches  of  Biblical  knowledge,  and  teachers  may 
have  tact  in  communicating  and  eliciting  such  knowl- 
edge, and  be  able  on  ''state  occasions"  to  make  brilliant 
display  of  their  pupils'  power  and  attainments.  He  re- 
members that  the  knowledge  of  the  Bible  is  valuable 
only  when  it  distills  its  genial  and  potent  influences 
from  the  head  into  the  heart,  and  exerts  them  in  the 
everyday  life.  He  is  therefore  famous  for  his  mis- 
sionary zeal.  Believing  that  charity  begins  at  home,  he 
centres  the  education  of  his  pupils  upon  this  world 
rather  than  upon  the  new  Jerusalem  above.  He  teaches 
them,  by  every  lesson  where  the  thought  can  be  intro- 
duced, that  love  must  work  itself  out  in  the  kitchen, 


60  THE  MODERN  SUNDAY  SCHOOL. 

dining-room,  parlor,  schoolroom,  on  the  playground,  in 
the  street,  and  all  this  three  hundred  and  sixty-five  days 
six  hours  every  year.  He  tells  his  pupils  that  the  love 
of  the  gospel  makes  little  people  sympathetic  and  useful ; 
leads  them  to  bear  one  another's  burdens ;  to  remove 
father  and  mother's  anxiety ;  to  stand  by  the  abused  and 
poor  and  weak  boys  on  the  playground;  to  sympathize 
with  the  unfortunate  rather  than  to  ridicule  them;  to 
visit  sick  people,  young  and  old;  to  offer  their  services 
in  homely,  practical  ways ;  and,  in  order  to  do  all  this, 
to  deny  themselves  ease,  luxury,  self-indulgence  in  mam^ 
little  things ;  for,  he  says,  if  little  people  accustom  them- 
selves, out  of  sympathy  for  other  people,  to  self-denial 
in  trifles,  when  they  become  older  and  larger  they  will 
meet  and  resist  the  more  dangerous  temptations  of  life. 
In  this  way  the  superintendent  cultivates  the  home  soil 
and  the  home  seed,  and  thus  prepares  the  seed-corn  for 
the  w^orld-wide  fields  of  the  foreign  missionary  work. 
He  broadens  the  thoughts  of  his  school  by  presenting  the 
claims  of  China,  India,  and  every  other  part  of  the 
globe.  He  brings  before  his  school  maps,  relics,  pic- 
tures, letters  from  missionaries,  living  missionaries  who 
are  at  home ;  and  by  means  also  of  missionary  papers, 
magazines,  and  books,  missionary  concerts,  essays,  re- 
sponsive services  and  songs,  he  makes  the  whole  world 
centre  in  his  schoolroom,  and  in  earnest  prayer  for 
tribes  and  tongues  he  impresses  his  pupils  with  the  idea 
that  the  race  is  one,  redeemed  by  one  Lord,  invited  to 
one  heaven,  bound  by  cords  of  brotherhood  to  love  and 
help  each  other ;  and  thus  connects  the  spirit  of  unselfisli 
love  at  home  with  the  necessities  of  the  widest  sphere 
of  possible  service  abroad.     The  superintendent  attends 


THE    SUPERINTENDENT.  61 

also  to  the  claims  of  benevolence  besides  that  of  the  for- 
eign missionary  work.  He  gives  attention^  and  causes 
his  whole  school  to  give  attention,  to  the  work  of  every 
great  benevolent  society  under  the  auspices  of  the  church 
with  which  his  school  is  identified — Sunday  School 
Union,  Tract  Society,  Board  of  Education,  Freedmen's 
Aid,  Temperance  Reform,  Prevention  of  Cruelty  to 
Animals,  and  Prevention  of  Cruelty  to  Children,  Sup- 
pression of  Vice,  and  every  other  association  by  wdiich 
the  thoughts  and  sympathies  of  young  people  may  turn 
in  the  direction  of  human  need  and  of  the  divine  provi- 
sions. With  the  distribution  of  papers  and  the  giving 
of  instruction  through  addresses,  lectures,  sermons,  he 
connects  a  plan  of  systematic  giving.  In  the  superin- 
tendent's Sunday  school  even  the  little  children  of  the 
primary  department  give  so  many  pennies  every  year  to 
every  department  of  Church  benevolence,  and  at  the  end 
of  the  year  carry  home  to  their  parents  a  little  state- 
ment of  the  amount  of  monev  which  each  one  has  con- 
tributed  to  all  the  great  institutions  of  the  church.  He 
thus  lays  the  foundations,  firm  and  broad,  for  a  church 
membership  in  the  future  that  shall  express  the  love 
they  profess  by  usefulness  to  the  objects  of  their  sym- 
pathy, near  and  remote. 

The  ideal  superintendent  believes  in  the  Holy  Catho- 
lic Church.  He  belongs  to  one  branch  of  it.  Nobody 
doubts  that.  His  name  has  been  on  the  record  of  the 
church  for  years.  He  goes  to  his  own  branch  of  the 
church  twice  every  Sabbath,  besides  attending  the  Sun- 
day school  every  session.  He  attends  the  social  meet- 
ings of  his  church.  He  studies  its  denominational 
standards  of  doctrine  and  usage.     He  knows  he  is  one 


62  THE  MODERN  SUNDAY  SCHOOL. 

thing  instead  of  being  another;  and  everybody  else 
knows  this.  He  subscribes  for  his  own  church  papers ; 
he  supplies  his  religious  library  wdth  the  publication  of 
his  own  church  publishing  house.  He  trains  his  chil- 
dren at  home  to  love  their  own  and  stand  by  it.  Watch- 
ing him  through  the  year,  and  seeing  how  devoted  he  is 
to  his  particular  denomination,  a  superficial  observer 
might  call  him  a  bigot ;  but  a  bigot  he  certainly  is  not. 
He  loves  to  recite  the  Apostles'  Creed.  He  tries  to  be- 
lieve that  that  creed  came  down  from  the  very  earliest 
century.  He  is  glad  to  stand  side  by  side  with  brethren 
of  other  denominations  in  union  meetings,  and  with 
them  sing  and  pray.  He  attends  union  Sunday-school 
conventions.  He  does  his  best  to  maintain  in  his  com- 
munity a  local  union  normal  class,  and  one  reason  he 
has  for  holding  a  denominational  class  is  that  it  may 
contribute  to  the  enthusiasm  and  profitableness  of  the 
union  meeting.  He  observes  wdth  his  brethren  and  the 
other  denominations  the  ^^Days  of  Prayer."  He  loves 
to  do  it.  One  of  the  strong  arguments  to  his  mind  in 
favor  of  the  International  Lesson  System  is  the  union  of 
all  denominations  which  it  promotes.  He  loves  to  sit 
down  with  brethren  of  other  churches  and  compare  notes 
with  them,  to  see  how  far  he  and  they  can  go  together ; 
and  when  they  have  diverged  he  is  glad  to  find  how  the 
divergence  belongs  often  rather  to  the  metaphysical  than 
to  the  experimental  and  practical  realm  of  thought.  He 
never  seems  to  detect  unfair,  sectarian  policies.  If 
some  other  superintendent  acts  shabbily  for  sectarian 
reasons,  this  superintendent  never  seems  to  notice  it. 
He  goes  on  quietly,  and  loves  on  fervently,  and  in  every 
case  the  other  person  has  grown  ashamed  of  his  course. 


THE    SUPERINTENDENT.  63 

The  superintendent  never  says  anything  from  the  desk 
that  would  lead  a  single  pupil  to  suppose  that  he  did  not 
have  faith  in  all  who  profess  the  name  of  Christ.  lie 
scorns  the  little  dodges  and  devices  for  building  up  his 
own  school  at  the  expense  of  other  schools.  He  says 
that  our  church  is  only  a  branch  of  the  Holy  Catholic 
Church ;  that  the  other  denominations  are  also  branches ; 
that  Christ  is  the  Head  of  all,  and  that  it  is  not  in 
dogma,  but  in  love,  that  the  relation  to  Christ  is  to  be 
found.  He  does  not  call  other  denominations  his 
^Wighbors"  or  ^^second  cousins;"  he  calls  them  his 
^^brethren  and  sisters  in  Christ."  By  this  double  con- 
viction of  his  concerning  the  value  of  denominational 
loyalty  and  the  glory  of  catholic  community,  he  trains 
his  Sunday  school  to  be  strong  in  itself,  in  its  imme- 
diate denominational  lines,  and  in  its  alliances  with  the 
whole  church  of  our  Lord  Jesus  Christ.  On  the  theory 
and  by  the  policy  of  the  superintendent  dissensions 
would  soon  cease,  Christian  people  would  come  fairly  to 
discuss  together  their  points  of  difference,  and  rapidly 
and  widely  the  kingdom  of  truth,  righteousness,  and 
charity  would  extend  in  this  world ! 

An  old  gentleman  in  a  Western  Sunday-school  con- 
vention, when  the  subject  now  under  consideration  was 
presented  to  the  meeting,  said,  ^'Mr.  President,  I  think 
that  God  has  not  made  many  good  superintendents.'' 
The  old  man  erred  in  this.  A  marble  block  has  in  it  all 
the  capabilities  of  the  most  exquisite  statue,  if  the  right 
artist  will  but  apply  himself  to  it  with  an  ideal  and  a 
purpose.  There  are  more  good  superintendents  than  the 
old  man  supposed,  but  they  are  uncarved  and  unquar- 
ried.     Thousands  of  men  have  the  qualifications  neces- 


64  THE  MODERN  SUNDAY  SCHOOL. 

sary  to  make  them  most  successful  Sunday-school  super- 
intendents, but  they  are  to  be  sought  out,  and  encour- 
aged, and  trained,  and  assisted,  in  order  to  develop  the 
powers  that  are  within  them.  God  always  provides  work- 
men to  carry  on  his  work.  If  any  place  be  vacant,  it  is 
because  the  leaders  of  the  church  do  not  go  into  the 
market-place  and  employ  those  who  wait  for  a  call  and 
an  opportunity. 

The  best  superintendent  for  the  particular  school  is 
someiuliere  to  he  found.  He  should  be  found  in  the 
church  to  which  the  school  belongs,  or  it  may  be  that  he 
is  to  be  found  in  some  other  church  of  the  same  or  other 
denomination.  While  it  is  well  for  every  church  to 
carry  on  its  work  within  itself,  it  is  sometimes  a  good 
thing  for  a  church  to  receive  assistance  from  the  outside. 
Especially  where  strong  denominational  feelings  which 
assume  the  odious  form  of  sectarianism  have  become 
very  intense  in  a  church,  it  may  be  in  the  divine  order 
that  this  church  shall  be  taught,  through  the  earnest 
labor  of  an  outside  brother  of  some  other  denomination, 
that  the  true  church  of  Christ  is  one,  and  that  God  will 
not  allow  us  to  build  up  little  inclosures,  hiding  our- 
selves from  others  and  shutting  others  from  ourselves, 
and  then  assuming  to  be  the  church  of  Christ. 

The  true  superintendent  should  be  found  in  some 
church.  It  is  indeed  possible  that  once  in  a  while  we 
may  be  compelled,  on  the  frontier  or  under  peculiar  cir- 
cumstances, to  use  men  who  are  not  members  of  any 
churcli.  In  all  parts  of  the  country  it  may  be  necessary 
to  call  in  as  workers  non-professors,  but  we  regard  the 
plan  as  objectionable  (as  it  is,  of  course,  exceptional) 
from  the   simple   fact  that  the   church   is   a   separate 


THE    SUPERINTENDENT.  65 

body.  It  is  not  of  the  world,  but  Christ  has  called  it 
out  of  the  world;  and,  having  a  special  religious 
mission  to  man,  it  is  in  the  highest  degree  important 
that  the  men  who  in  official  position  represent  it  should 
themselves  really  be  representatives  of  its  spirit  and 
power  and  influence. 

The  true  superintendent  may  be  found  among  the  old 
men  of  the  church.  I  do  not  believe  in  the  "dead  line 
of  fifty."  I  know  many  men  who  have  reached  seventy 
and  are  still  as  fresh  and  wise  in  counsel,  as  vigorous  in 
service,  as  versatile  in  device,  and  as  enthusiastic  in 
spirit  as  our  best  young  men.  Too  often  we  take  it  for 
granted  that  because  a  man's  locks  are  silver  his  heart 
has  grown  slow  and  heavy,  and  his  intellect  lost  its 
power. 

The  superintendent  of  whom  we  are  in  quest  may  be 
found  among  the  young  men  of  the  church.  The  old 
proverb,  "'No  man  is  without  honor  save  in  his  own 
country,''  is  now  more  frequently  illustrated  in  the  case 
of  young  men  in  the  church  than  among  any  other  class. 
A  young  brother,  known  from  his  earliest  boyhood,  as- 
sumes with  difiiculty  the  air,  style,  and  responsibilities 
of  a  full-gro^vn  man,  and  where  official  promotion  is  to 
be  conferred  the  church  is  not  disposed  to  advance  him. 
This  is  sometimes  because  of  a  reasonable  fear  that  such 
promotion  may  have  a  bad  effect  upon  the  young  man, 
developing  vanity  in  him,  or  in  some  other  way  doing 
him  damage.  Caution  is  wise;  but  Ave  remember  that 
!N'azareth  and  Capernaum  rejected  the  wisest  and  best 
of  teachers,  because,  having  known  Him  from  childhood 
and  through  His  early  manhood,  they  supposed  that  they 
thoroughly  understood  and  measured  Him.  This  error 
5 


66  THE  MODERN  SUNDAY  SCHOOL. 

led  them  to  depreciate  His  power,  and  thus  they  failed 
to  reap  the  benefits  of  His  blessed  ministry.  There  are 
young  men  in  every  church  who  are  to  be  the  office- 
bearers of  the  future.  It  is  the  duty  of  the  mature 
Christians  of  to-day  to  prepare  such  young  men  for 
the  responsibilities  which  are  in  after  life  to  devolve 
upon  them,  and  as  it  is  good  for  a  young  man  to 
bear  the  yoke  in  his  youth,  they  should  be  the  first  to 
select  such  candidates  for  official  dignities,  and  to 
train  them  with  judgment  and  affection  and  tender- 
ness for  the  department  of  service  to  which  God  may 
call  them. 

The  superintendent  may  be  brought  froin  another 
neigJihorJiood.  I  have  heard  the  recommendation  that 
superintendents  of  Sunday  schools  be  employed  as  are 
ministers  or  as  the  principals  of  schools,  and  that  one 
may  be  paid  to  conduct  two  or  more  schools  on  each 
Lord's  day,  giving  them  as  much  attention  during  the 
week  as  may  be  necessary  to  their  development.  I  do 
not  commend  the  idea  usually  associated  with  this  of 
paying  such  men  for  their  services,  although  I  see  no 
special  objection  to  it  under  peculiar  circumstances,  and 
I  do  not  hesitate  to  say  that  when  a  man  has  a  special 
aptitude  for  such  work,  it  will  be  wise  to  extend  as  far 
as  possible  his  labors  beyond  the  community  in  which 
he  lives. 

The  best  superintendents  may  after  all  he  ivomen. 
This,  however,  I  think,  is  rarely  the  case.  But  why 
should  we  refuse  to  elect  a  sensible  woman  to  the  super- 
intendency,  if  she  have  tact  to  govern  and  to  teach,  when 
there  is  no  one  else  to  take  her  place  ?  We  have  strong 
convictions  on  the  subject  of  "woman's  sphere,"  and  are 


THE    SUPERINTENDENT.  67 

very  slow  to  accept  what  we  regard  as  dangerous  modern 
heresies  on  this  subject ;  at  the  same  time  we  must  avoid 
that  extreme  theory  which  woukl  prevent  a  wise  and 
godly  woman  from  exercising  her  gifts  as  a  Sunday- 
school  superintendent  where  there  is  no  one  else  to  do 
the  work  as  effectively  as  herself. 

But  let  us  remember  that  it  is  impossible  to  find 
perfection  either  in  personal  qualifications,  personal 
character,  administrative  ability,  or  general  scholarship ; 
and  what  our  superintendents  lack  in  these  respects  the 
church  must  itself  supplement  by  patience,  forbearance, 
diligence,  and  fidelity.  Modest  talent  may  be  encour- 
aged and  developed  by  sympathy,  by  prayer,  by  kind 
words,  by  prudent  commendation.  The  very  qualities 
which  give  a  superintendent  power  most  easily  expose 
him  to  self -depreciation  and  discouragement.  The  sen- 
sitiveness which  enables  him  to  govern  well  and  produce 
good  impressions,  is  likely  to  turn  in  upon  himself  in 
depression  and  humiliation.  Therefore  let  the  church 
come  to  his  support.  Let  the  pastor  consult  and  counsel 
with  him.  Let  the  officers  of  the  church  recognize  him 
as  one  of  their  number,  and  show  him  by  words  and  by 
their  personal  presence  that  they  appreciate  the  respon- 
sibilities of  his  position. 

Each  school,  by  the  constitution  under  which  it  was 
organized,  has  its  provisions  for  the  election  of  a  super- 
intendent. These  provisions  may  not  be  of  the  wisest 
character.  'No  difficulties  may  have  been  experienced 
up  to  the  present  time,  but  one  never  knows  when 
advantage  may  be  taken  of  defective  constitutional 
regulations  by  factious  or  ill-advised  persons.  It  is, 
therefore,  of  great  importance  that  the  constitution  be 


G8  THE  MODERIT  SUNDAY  SCHOOL. 

constructed  on  true  principles,  so  that  no  room  Le  left 
for  such  interference  Avith  the  order  and  prosperity 
of  the  school.  E'ew  constitutions  should  be  modeled 
and  old  constitutions  modified  on  the  following  prin- 
ciples : 

1.  The  pastor  of  the  church  should  have  a  voice  in 
the  selection  of  the  superintendent.  The  Sunday  school 
is  a  part  of  the  church.  It  performs  a  very  important 
function  in  the  work  of  the  church — that  of  teaching 
the  Word  of  God.  Whatever  may  be  said  of  the  pastor's 
relation  to  the  church  temporalities,  there  can  be  no 
question  as  to  his  responsibility  in  all  parts  of  the 
church  service  which  relate  to  the  instruction  of  the 
people.  He  is  commissioned  to  ^^feed  the  flock  of  God." 
He  is  called  and  ordained  to  be  a  "teacher."  He  is 
responsible  for  the  doctrines  taught  in  his  church.  The 
Sunday-school  teachers  are  his  assistants.  They  are 
supposed  to  take  their  key-note  from  him.  He  is  re- 
sponsible for  heresies  wdiich  creep  into  his  church, 
whether  through  "false  teachers"  admitted  into  his  own 
pulpit  or  allowed  a  place  in  his  Sunday  school.  He 
cannot  secure  the  wholesome  training  of  his  people  while 
any  part  of  the  teaching  force  of  the  church  is  beyond 
his  reach.  Just  so  far,  therefore,  as  a  superintendent 
has  influence  in  the  matter  of  organizing  classes,  ap- 
pointing teachers,  determining  the  programme  of  the 
school,  influencing  the  subject-matter  and  the  method  of 
the  instruction  which  is  given  there,  it  is  necessary  that 
the  chief  pastor  and  teacher  of  the  church  shall  have 
a  voice  in  his  selection.  The  pastoral  part  of  the  super- 
intendent's work,  the  moral  and  personal  influence 
which  his  position  enables  him  to  wdeld,  thereby  affect- 


THE    SUPERINTENDENT.  69 


/ 


ing  tbe  tone  and  temper  of  the  chnrcli,  furnishes  another 
reason  why  the  chief  pastor  should  be  sharer  in  the 
ecclesiastical  act  by  which  a  man  is  elevated  to  so  high 
and  responsible  a  position  as  that  of  assistant  pastor — 
for  as  such,  undoubtedly,  we  must  regard  every  Sunday- 
school  superintendent. 

2.  The  officers  or  governing  hody  of  the  church 
should  have  a  voice  in  the  selection  of  the  Sunday-school 
superintendent.  All  questions  which  affect  the  order 
and  discipline  of  the  church  are  in  some  way  involved 
in  the  Sunday  school  as  at  present  constituted  and  con- 
ducted. JSTot  only  in  matters  of  doctrine,  but  also  in  the 
things  which  pertain  to  discipline  and  government,  the 
school  is  an  important  factor.  The  superintendent  can 
modify  the  tone,  the  spirit,  and  the  ecclesiastical  theories 
and  sympathies  of  a  school.  He  can  quietly  depreciate 
or  exalt  the  church  in  the  estimation  of  teachers  and 
pupils.  He  can  contribute  to  its  prosperity,  or  imper- 
ceptibly but  certainly  alienate  his  constituency  from 
it.  The  board  of  government  in  any  local  church,  ves- 
try, committee,  session,  or  quarterly  conference,  should 
therefore  have  a  firm  hold  upon  the  institution  and 
its  officers,  which  thus  affect  for  weal  or  woe  the 
church  for  the  government  of  which  they  are  held 
responsible. 

3.  The  teachers  of  the  Sunday  school  should  have  a 
voice  in  the  selection  of  the  superintendent.  They  do 
the  heaviest  part  of  the  work,  and  their  service  is  volun- 
tary. They  understand  the  demands  and  the  difficulties 
of  the  case.  Thev  are  likelv  to  have  the  interests  of  tlie 
church  at  heart.  They  are  usually  among  its  most  judi- 
cious and  godly  members.     From  the  very  beginning 


70  THE  MODERiq-  SUNDAY  SCHOOL. 

they  have  been  the  governing  power  in  the  school,  and 
wliile  the  direct  authority  of  the  church  shoukl  be  intro- 
duced into  the  board  of  management,  there  is  no  reason 
why  the  teachers  should  be  deprived  of  their  long- 
possessed  and  legitimate  prerogative. 

4.  The  pupils  of  the  school  should  have  no  voice  in 
the  election  of  the  superintendent.  The  adult  members 
of  the  school,  if  they  are  church  members,  are  already 
represented  in  the  '^official  members"  of  the  church 
above  referred  to;  if  not  church  members,  there  is  a 
manifest  imj)ropriety  in  giving  them  the  right  of  suf- 
frage. The  juvenile  members  of  the  school  have  no 
more  claim  to  this  right  in  the  Sunday  school  than  in 
the  day  school.  They  do  not  enjoy  the  privilege  of  vot- 
ing for  their  own  teachers  or  superintendents  in  any 
institution  of  learning,  from  the  primary  school  to  the 
university.  Why  should  we  make  the  Sunday  school  an 
exception  ?  There  is  enough  '^pushing  forward"  of 
young  America  already,  without  giving  him  ecclesias- 
tical privileges  which  he  is  incompetent  justly  to  appre- 
ciate or  wisely  to  use.  We  have  known  more  than  one 
school  which  has  been  seriously  damaged  by  the  excite- 
ments and  rivalries  of  elections  in  Avhich  children,  even 
on  the  Sabbath,  engaged  in  the  demoralizing  struggle 
between  candidates  concerning  whom  they  were  incom- 
petent to  form  a  just  opinion.  A  most  unfavorable  re- 
sult is  likely  to  follow  in  the  administration  of  the 
school  when  ^^popularity"  is  the  standard  by  which  a 
superintendent  is  judged  and  chosen.  There  is  already 
too  strong  a  tendency  toward  laxity  in  administration 
and  frivolity  in  the  spirit  of  the  school.  What  will  be 
the  effect  of  an  appeal  to  the  tastes  and  preferences  of 


THE    SUrEEINTENDENT.  71 

growing  girls  and  boys  in  the  selection  of  a  superin- 
tendent ?  More  than  ever  will  the  school  be  a  place  of 
sociality  and  freedom,  and  less  and  less  will  be  found  of 
the  much-needed  and  much-neglected  spirit  of  restraint 
and  reverence  and  religious  sobriety.* 

*  For  minierous  hints  and  plans  by  which  the  superintendent  and  pastor 
may  increase  an  intellii^ent  interest  in  the  worlc  of  the  Sunday  school  and 
collateral  agencies  for  the  benefit  of  young  people,  see  Appendix  B. 


Y2  THE  MODEJRN  SUNDAY  SCIIOOE. 


CHAPTEK  VI. 

THE    TEACHER. 

The  school,  whether  its  work  be  among  the  higher 
lines  of  Christian  meditation  and  conversation,  the 
lower  lines  of  Biblical  teaching,  or  the  lowest  lines  of 
mission  effort,  must  be  provided  with  teachers — chief 
teachers  and  subordinate  teachers.  Everything  in  the 
school  depends  upon  the  work  of  the  teacher.  How  to 
secure  true  and  effective  teachers  is  the  most  important 
problem  in  connection  with  every  department  and  every 
kind  of  Sunday-school  work.  The  singing,  the  talking, 
the  order,  the  library  books,  the  architecture,  the  appli- 
ances, the  lesson  helps,  are  all  subordinate  elements. 
The  superintendent  is  chiefly  valuable  to  a  school  as  he 
is  able  to  select  good  teachers  and  protect  them  in  their 
w^ork,  guaranteeing  them  opportunity  for  holding  the 
uninterrupted  attention  of  the  pupils. 

As  nearly  everything  in  the  school  depends  upon  the 
teacher,  so  nearly  everything  in  the  teacher  depends 
upon  his  aims.  He  may  have  low  aims  or  high,  and 
there  are  ^^highest  aims"  which  he  should  have. 

He  may  aim  at  entertaining  his  pupils,  pleasing  the 
fancy,  quieting  the  conscience,  exciting  the  sense  of 
humor,  kindling  and  gratifying  curiosity,  and  giving 
to  the  half-hour  of  the  class  recitation  the  charm  of  a 
parlor  chat,  full  of  bright  stories  and  hoji  mots  and 
flashes  of  genius. 


THE    TEACHER.  73 

He  may  aim  at  winning  the  personal  regard  and 
admiration  of  his  pupils.  He  wants  them  to  love  him 
and  praise  him — to  say  appreciative  things  to  his  face 
and  give  good  report  of  him  behind  his  back. 

He  may  aim  at  making  his  pupil  "a  good  scholar," 
that  he  may  know  every  lesson,  recite  titles  and  golden 
texts,  commit  the  catechism,  be  ready  for  general  re- 
views, and  for  home  reports  of  the  teacher's  efficiency. 

He*  may  aim  at  churchly  ends — the  training  of  the 
pupil  to  love  his  own  church  above  all  the  rest,  know 
its  doctrinal  formulas,  be  able  to  defend  its  peculiari- 
ties, be  loyal  to  its  service,  and  everywhere  and  always 
sustain  it  against  all  critics  and  fault-finders. 

But  there  are  still  higher  aims  for  the  true  Sunday- 
school  teacher — ^^the  highest  aims — conversion,  spiritual 
culture,  and  the  formation  of  character."  The  personal 
relations  of  the  soul  to  God  transcend  all  other  conceiv- 
able things.  The  true  aim  of  the  pupil  to  live  a  life 
well-pleasing  to  God,  out  of  a  heart  full  of  the  Spirit  of 
God,  with  a  will  set  on  the  entire  and  perpetual  service 
of  God — this  is  the  end  constantly  aimed  at  by  the  best 
Sunday-school  teacher.  And  the  process  by  which  a 
soul,  young  or  old,  is  turned  from  indifference  to  serious- 
ness concerning  the  will  of  God,  from  selfish  ambitions 
and  desires  to  a  true  love  for  spiritual  and  divine  things, 
from  instabilitv  and  irresolution  to  fixed  determination 
to  live  for  God  and  heaven — this  is  conversion — the 
turning  about  of  the  soul. 

After  the  turning  by  the  force  from  on  high — God's 
will,  with  the  consent  of  the  force  within — the  personal 
will,  there  is  a  long  work  of  "culture"  to  follow.  It  is  a 
culture  of  the  soul — not  by  processes  of  human  skill,  not 


74:  THE  MODERISr  SUNDAY  SCHOOL. 

by  exercise  of  natural  powers,  but  by  the  operations  of 
the  divine  Spirit  through  the  instrumentality  of  the 
divine  truth.  It  is  '^spiritual  culture" — a  culture  of  the 
new  forces,  of  the  old  powers,  through  the  new  truth  and 
by  the  Holy  Spirit.  It  is  a  culture  of  love,  of  patience, 
of  will,  of  resistance,  of  effort,  of  submission.  It  is  a 
culture  of  the  spirit  and  not  of  the  body ;  a  culture  by 
the  Holy  Spirit  and  not  by  mere  human  resolution  or 
circumstances.  It  is  the  training  of  a  new  Heaven-sent 
seed  in  the  old  soil,  and  the  culture  of  its  stalk  and 
stems  and  tendrils  till  the  soul  is  full  of  its  verdure  and 
fragrance  and  fruitage. 

With  the  turning  and  the  training  come  new  convic- 
tions, new  tendencies,  new  atmospheres,  new  tastes,  new 
delights,  new  associations,  new  triumphs,  new  habits — a 
new  world  within  and  wdthout — and  these  become  fixed 
and  established ;  not  by  nature,  but  by  grace — grace 
becoming  a  new  life  in  the  old  natural  forms,  new  blood 
in  the  old  veins,  new  energies  flashing  through  the  old 
nerves,  new  visions  in  the  old  eyes,  new  grip-power  in 
the  old  muscles,  new  thoughts  in  the  old  brain,  new  love 
beating  and  rolling  and  resting  (with  the  rest  of  peace) 
in  the  old  heart.  Thus  is  character  fixed — by  grace  and 
not  by  nature,  by  the  Spirit  and  not  by  human  culture, 
and  as  the  years  go  by  the  man  is  built  up  in  righteous- 
ness and  true  holiness.  He  loves  the  things  he  once 
loathed.  He  delights  in  God.  The  flesh  hath  no  more 
dominion  over  him.  Struggle  he  has — long  continued 
and  fierce — but  he  conquers.  He  learns  to  interpret 
certain  Scripture  terms  and  texts  which  before  this  were 
only  English  words  for  Greek  equivalents — words  out 
of  the  dictionary,  representations  of  certain  religious 


THE    TEACHER.  75 

ideas.  !N"ow  these  words  break  and  blaze  and  burn  and 
bleed  with  deep  meanings,  meanings  that  go  down  deep 
into  his  soul.  ''Strive"  now  means  strive,  and  ""fight" 
fight,  and  ''endure"  endure.  After  a  while  the  frail 
body  falls  off,  and  he  walks  in  the  world  above  with  the 
God  he  sought  and  served  in  the  world  below,  and  ac- 
counts himself,  even  in  the  spotless  glory  and  purity  of 
heaven,  a  sinner  saved  by  grace. 

This,  O  Sunday-school  teacher,  is  the  aim — the  high- 
est aim — of  your  office.  It  is  a  great  work,  reaching 
inward  even  to  the  sacred  center  of  the  soul's  life,  reach- 
ing upward  even  to  the  throne  of  God,  reaching  forward 
even  to  an  endless  eternity. 

^^Who  is  sufficient  for  these  things  ?"  Remember  the 
Avords  of  the  Master,  ^'Without  Me  ye  can  do  nothing." 
Remember  the  words  of  Paul,  '^I  can  do  all  things 
through  Christ  which  strengtheneth  me." 

The  manifold  and  important  aims  of  the  Sunday-  J 
school  work  demand  workers  abundantly  qualified  by 
natural  and  acquired  ability.  They  need  wisdom,  tact, 
delicacy  of  perception,  amplitude  of  resource,  scientific 
carefulness,  industry,  and  fidelity — indeed,  what  does 
he  not  need  who  is  called  to  the  sacred  work  of  spiritual 
oversight  and  training  ?  Angels  might  w^ell  tremble  to 
assume  such  holy  duty.  It  is  a  work  upon  souls,  for 
eternity,  under  divine  inspection,  with  divine  agencies, 
and  is  dependent  upon  divine  inspirations.  Verily,  he 
who  feels  called  to  this  ministry  may  with  the  apostle 
exclaim,  '^Who  is  sufficient  for  these  things  ?" 

The  leaders  who  most  appreciate  this  work  are  most 
faithful  in  holding  up  lofty  standards.  They  paint  it  in 
glowing  colors.       They  weight  it   with   responsibility. 


76  THE  MODERN  SUNDAY  SCHOOL. 

They  connect  it  with  the  most  solemn  realities  of  this 
life,  and  with  the  more  impressive  realities  of  death  and 
the  grave,  of  a  judgment-day,  and  the  gateways  of  irre- 
versible destiny.  One  trembles  before  an  ideal  so  lofty 
that  his  head  grows  dizzy,  and  so  brilliant  that  his  eyes 
are  dazzled.  lie  cries  out,  ''Who  is  sufficient  for  these 
things  ?" 

It  is  just  then  that  he  begins  to  be  ''sufficient,"  for 
in  this  work  "our  sufficiency  is  of  God."  When  the 
teacher  of  souls  is  "weak,  then  he  is  strong."  When  the 
feeble  three  hundred  cry,  "The  sword  of  the  Lord,  and 
of  Gideon,"  the  triumph  comes.  Broken  pitchers — 
storms  of  power !  Human  qualifications  are  not  to  be 
despised,  but  they  are  valuable  only  w^ien  harnessed 
into  God's  order  and  made  mediums  of  God's  energy. 
Scholarship,  native  mettle,  magnetic  power,  vigorous 
health,  rhetorical  grace,  logical  force — these  are  useful 
when  divinely  called  and  consecrated  and  controlled. 
We  commend  the  leaders  who  are  full  of  divine  ideals 
concerning  a  divine  work — ideals  that  drive  a  man  to 
God,  and  that  wring  from  his  anxious  soul  (oppressed 
by  a  sense  of  the  vastness  and  delicacy  and  sacredness  of 
his  work)  the  cry  of  human  discouragement,  "Who  is 
sufficient  for  these  things  ?" 

With  an  overflowing  sense  of  personal  insufficiency, 
and  with  a  supporting  and  inspiring  sense  of  divine 
grace,  the  teacher  is  ready  for  the  preparation  in  matters 
intellectual  and  professional  upon  which  so  much  de- 
pends. These  are  light  matters,  indeed,  when  compared 
with  the  weightier  matters  of  motive  and  divine  con- 
ditions and  divine  operations,  but  they  are  not  unim- 
portant.    In  the  running  of  a  ship   there  are  many 


THE    TEACHER.  .Y? 

essential  things  besides  steam  and  rudder  and  pilot. 
Indeed,  some  very  little  omission  or  mistake  may  make 
steam,  rudder,  and  pilot  ineffective.  Thus  compass  and 
rudder-post  become  quite  as  important  as  captain  and 
engine. 

The  teacher  needs  qualifications  for  his  work.  Al- 
tliough  he  depends  upon  God,  he  is  in  an  important 
sense  ^'a.  worker  together  with  God."  I  do  not  say  that 
God  cannot  do  without  him.  God  has  done  without 
men.  What  the  Infinite  can  or  cannot  do  is  not  a  profit- 
able subject  for  our  speculations.  It  is  enough  to  know 
that  in  the  earthly  conduct  of  the  kingdom  of  God's 
grace  He  does  not  do  without  men.  He  uses  men  every- 
where. He  seems  to  depend  upon  them.  When  they 
fail,  His  schemes  seem,  at  least  for  the  time,  to  fail.  So 
that  while  I  am  alwavs  to  remember  that  the  Infinite 
One  can  do  without  the  thought  and  enterprise  and 
energy  of  the  finite  workers,  I  am  also  to  remember  that 
God's  work  is  to  be  carried  on  to  its  glorious  consumma- 
tion through  such  finite  workers,  and  that  in  their  work 
the  human  conditions  and  methods  are  to  be  discovered 
and  observed,  as  though  God  were  limited  by  laws,  and 
dependent  upon  the  sense  and  skill  and  service  of  His 
creatures. 

The  qualifications  of  the  worker  are  determined  by 
the  kind  and  quality  of  the  work  to  be  performed.  As 
the  Sunday-school  teacher  is  to  perform  a  service  affect- 
ing the  mental,  moral,  and  spiritual  character  of  his 
pupils,  he  needs  mental,  moral,  and  spiritual  qualifica- 
tions that  he  himself  may  have  the  kind  of  light  he 
wishes  to  shed  upon  the  pupils,  and  the  quality  of  force 
he  desires  to  convey  to  them.    Like  produces  like.    The 


78  THE  MODERN  SUNDAY  SCHOOL.  v^ 

teacher  of  art  must  be  an  artist ;  the  teacher  of  mathe- 
matics, a  mathematician ;  the  trainer  of  muscle,  an  ath- 
lete ;  the  buikler  of  character,  a  man  of  character,  with 
knowledge,  moral  conviction,  and  spiritual  insight. 
Such  is  the  high  office  of  the  Sunday-school  teacher,  and 
such  the  demands  made  upon  him. 

"  'Tis  not  a  cause  of  slight  import 

This  holy  work  demands, 
But  what  might  fill  an  angel's  heart, 
And  filled  the  Saviour's  hands." 

1.  The  Sunday-school  teacher's  spiritual  qualifica- 
tions must  first  be  considered.  He  should  know  the 
truth  of  God  by  spiritual  perception,  by  which  process 
alone  it  can  be  real  to  him.  Inner  eyes  must  see  it, 
inner  senses  apprehend  it.  The  heart  must  feel  it.  He 
must  see  God.  He  must  see  Christ.  He  must  ^^sense" 
divine  things.  His  knowledge  must  be  beyond  reason. 
He  may  have  difficulties  with  human  statements  of 
divine  doctrine.  They  may  tire  and  trouble  and  con- 
fuse him.  He  may  be  poor  at  definition  and  at  discus- 
sion. But  he  must  feel  the  reality  of  soul,  and  of  moral  , 
government,  and  of  character.  He  must  know  by  this 
interior  power  of  knowing  that  the  Christ  is,  and  that 
He  is  Mediator,  and  that  souls  depend  on  Him  for 
acceptance  and  guidance  and  strength. 

These  things  he  may  "see"  by  faith.  His  faith  may 
be  feeble  or  strong,  fluctuating  or  steady,  but  it  must 
force  unseen  verities  on  him  so  that  he  cannot  easily  rid 
himself  of  them.  Sin  against  them  must  sting  him. 
Conformity  to  their  demands  must  give  him  a  sense  of 
harmony  and  peace.  He  must  have  an  inclination  of 
heart  tow^ard  them — the  inclination  growing  into  desire, 


THE    TEACHER.  Y9 

the  desire  becoming  an  insatiate  ^'hungering  and  thirst- 
ing after  righteousness/' 

The  spiritual  life  must  be  fed  by  spiritual  pabulum. 
He  must  know  enough  to  take  the  food  by  law  of  self- 
discipline  where  desire  is  faint.  He  must  force  himself 
into  the  conditions  that  favor  spiritual  growth.  He 
must  do  it.  He  will  do  it.  He  reads  the  books  that 
foster  spiritual  life.  He  goes  to  helpful  meetings.  He 
listens  to  wholesome  sermons.  He  associates  with  spir- 
itually minded  people.  He  knows  that  he  is  sluggish, 
and  forces  himself  into  action.  He  knows  that  the  air- 
cells  are  inert,  and  goes  out  of  doors  and  fills  every  cell 
with  fresh,  invigorating  air.  He  exercises  every  spirit- 
ual muscle  that  he  may  have  grip  and  power.  He  knows 
the  room  he  lives  in  is  dark.  He  forces  open  the  win- 
dow till  it  is  flooded  with  light — the  light  of  heaven. 

The  Sunday-school  teacher  does  one  thing  more  to 
increase  spiritual  power.  He  abstains  from  all  things 
that  tend  to  religious  dissipation — books,  companion- 
ships, amusements.  He  believes  in  society  and  in  read- 
ing and  in  recreation,  but  he  distinguishes  between  the 
true  and  the  false,  the  rational  and  the  sensuous.  He 
allows  no  game,  no  conversation,  no  book,  to  weaken  hig 
faith,  pervert  his  tastes,  or  divert  him  from  the  supreme 
aim  of  a  true  life.  He  is  as  faithful  to  the  laws  of  spir- 
itual culture  as  he  was  in  school-days  to  the  demands  of 
his  intellectual  nature.  He  does  not  waste  energies  on 
parties,  cards,  and  theatres,  and  then  growl  at  books 
and  teachers  because  he  is  dull  at  prayer  and  study. 

He  also  cultivates  his  "spirituality"  by  bringing  it 
to  play  on  others — chiefly  on  his  family,  and  th'en  on  hii? 
pupils.     He  talks,  prays,  trains,  guards,  helps,  and  this 


80  THE  MODERN  SUNDAY  SCHOOL. 

in  every  conceivable  waj  for  the  promotion  of  spiritual 
life  in  others.  Thej  come  to  believe  in  him,  and  to  be- 
lieve that  he  believes  in  all  the  truth  he  teaches.  lie  ac- 
quires facility  of  speech  on  sacred  subjects — that  facility 
that  requires  few  words  and  no  assumed  tones.  His  life 
talks.     His  eyes  talk.     His  tone  talks. 

Blessed  is  the  class  in  Sunday  school  whose  teacher 
is  an  incarnation  of  spiritual  conviction,  taste,  and 
power ! 

2.  There  are  moral  qualifications  to  be  considered. 
Strange  to  say,  there  is  a  semblance  of  spirituality  which 
is  merely  sentimentality,  and  deceives  many.  It  has 
ideals  and  longings,  and  takes  to  poetry  and  devout  read- 
ing. It  has  its  conventional  affectations,  l^ow  it  is 
Thomas  a  Kempis,  and  now  Miss  Havergal.  It  muses 
and  melts,  and  lifts  its  eyes  heavenward  like  Carlo 
Dolci's  Magdalen.  It  sighs  and  sings.  It  waits,  in  its 
way,  and  weeps.  It  talks — in  a  tender  and  melancholy 
strain.  It  is  only  a  case  of  acute  or  chronic  sestheticism. 
Rome  is  full  of  it.  It  feeds  Ritualism.  It  runs  also  in 
unliturgical  revivals  now  and  then.  It  is  a  fever  against 
which  religious  people  need  to  guard.  For  it  is  very 
shallow  and  very  soft.  Sunday-school  teachers  should 
watch  against  it. 

It  is  not  difficult  to  distinguish  between  the  true  and 
the  artificial.  The  moral  test  is  the  sure  one.  When 
conscience  is  sensitive,  and  the  will  submissive,  and  the 
life  consistent,  there  is  no  doubt  about  one's  spirituality. 

When  the  soul  sings,  ^^I  delight  to  do  Thy  will,  O 
God,"  and  then  does  delight  to  do  God's  will,  or  does  the 
will  of  God  from  firm  resolve,  there  can  be  no  doubt. 
When  one  loathes  sin,  and  tries  to  leave  it — all  sin,  all 


THE    TEACHER.  81 

kinds  of  sin — sin  against  the  body,  sin  against  the  soul, 
sin  against  the  neighbor,  sin  against  Christ  and  the 
Father — there  is  no  difficulty  in  reaching  a  decision  as 
to  the  genuineness  of  Christian  character.  It  is  no 
mirage.     The  garden  of  the  Lord  is  there. 

The  Sunday-school  teacher  teaches  for  eternity,  but 
also  for  time.  He  is  to  train  saints  for  the  heavenly 
life.  But  it  is  quite  as  important  that  saints  be  raised 
up  to  enrich  the  earthly  life.  London,  ISTew  York,  and 
Chicago  are  in  as  much  need  of  saints  as  the  new  Jeru- 
salem. Our  Sunday  schools  must  cultivate  morality, 
decency,  sobriety,  honesty,  good  neighborship,  patriot- 
ism. The  teacher  of  boys  and  of  girls  must  be  honor- 
able, obedient  to  law,  conscientious,  an  example  in  every- 
day life  of  the  moral  standards  presented  in  the  Holy 
Scriptures.  He  must  exalt  law  by  respecting  it — man^s 
law  and  God's  law. 

3.  The  mental  qualifications  of  the  Sunday-school 
teacher  are  of  subordinate  importance,  but  are  not  to  be 
depreciated.  The  teacher  must  teach.  Therefore  he 
must  know.  Therefore  he  must  cultivate  the  powers  by 
which  he  can  know  and  teach.  He  must  increase  his 
capacity  and  ability  by  self-discipline,  by  wise  direction, 
by  constant  use. 

He  must  know  the  subject-matter  he  is  to  teach — the 
text-book — its  authority  and  contents. 

He  must  know  the  soul  he  is  to  teach — its  origin, 
w^orth,  exposure,  possibilities,  and  the  laws  of  its  trend 
and  activity. 

He  must  know  the  phenomena,  forces,  and  laws  of  the 
kingdom  into  which  he  would  bring  and  nurture  that 
soul — the  reality  of  it,  and  its  blessedness. 
6 


82  THE    MODERN    SUNDAY    SCHOOL. 

He  must  know  this  world  out  of  w4iich  lie  leads  his 
pupil — the  charms  of  it,  the  dangers  which  throng  its 
highways  and  which  lurk  in  its  secret  places,  its  atmo- 
spheres, literatures,  institutions,  and  policies. 

lie  must  know  the  laws  of  access  to  souls,  and  of 
influence  over  souls — how  to  begin,  when  to  stop,  when 
to  speak  and  when  to  be  silent,  what  doubts  to  assail, 
what  motives  to  excite,  what  helpers  to  command. 

He  must  have  self-command,  that  his  mental  forces 
may  do  his  bidding — assailing,  concentrating,  conciliat- 
ing, retiring,  as  circumstances  require. 

He  should  be  trained  for  his  work  by  listening  to 
practical  and  experienced  counsellors,  by  reading  good 
text-books,  by  practicing  on  the  pupils  next  to  him  and 
most  needing  him,  and  by  attending  teachers'  meetings, 
normal  classes,  and  conventions,  picking  up  hints,  col- 
lecting material,  receiving  stimulus  and  encouragement. 

He  should  speak  good  plain  English,  pronouncing  his 
words  as  accurately  as  possible,  eschewing  all  affecta- 
tions and  mere  niceties  of  speech,  putting  what  he  has  to 
say  in  a  clear,  forcible  way,  so  that  his  pupils  will  be 
led  to  say  something  of  their  own  thinking  out,  because 
of  the  force  and  freshness  of  his  thought  and  the  wise 
adaptation  of  his  words  to  their  wants. 

The  more  intellectual  power  and  scholarship.  Biblical 
and  general,  possessed  by  the  Sunday-school  teacher, 
the  better  for  his  pupils  and  liimself — if,  and  always  if, 
he  teach  out  of  a  heart  full  of  spiritual  sense  and  divine 
love.  Of  the  professional  training  of  the  teacher  I  shall 
speak  at  length  in  another  chapter. 

A  soul  alive  to  the  things  of  God,  a  conscience  sensi- 
tive and  uncompromising,  an  intellect  able  to  seek,  hold. 


THE    TEACHEE.  83 

and  apply  the  truth  with  wisdom  and  energy  to  the  soul 
in  need  of  it — these  are  the  essential  qualifications  of 
the  Sunday-school  teacher. 

And  in  the  hands  of  humble  obedience  to  the  voice  of 
conscience;  in  the  pursuit  of  mental  grasp  by  daily 
thoughtfulness  and  by  devout  reading  and  study  of  the 
Scriptures ;  in  the  tender  care  for  our  pupils  and  in  the 
fervent  pleadings  of  the  closet  prayer — may  we  secure 
the  qualifications  needed. 

Many  true  teachers  become  disheartened  by  the 
exalted  standards  which  are  placed  before  them.  So  do 
artists.  But  all  true  artists  very  well  understand  that 
such  moments  of  self-distrust  and  agonized  longing  are 
partial  proofs  of  their  calling,  and  of  their  fellowship 
with  the  masters  of  art  who  have  preceded  them.  So 
they  reassure  themselves,  and  address  themselves  again 
to  the  task,  bow  reverently  before  the  ideal,  and  press 
forward,  strong  of  will,  valiant,  and  persistent.  What 
shall  we  do,  then,  with  discouraged  teachers  ? 

1.  Congratulate  them.  He  who  has  found  that  there 
is  something  exceedingly  desirable  which  he  does  not 
possess,  will  be  more  likely  both  to  seek  and  secure  it 
than  if  he  vainly  imagined  himself  already  the  possessor 
of  it. 

2.  Encourage  them  to  give  in  detail  the  several 
grounds  for  this  feeling  of  discouragement.  This  simple 
statement  of  them  will  be  profitable.  A  good  exercise 
is  this  for  a  teachers'  meeting. 

3.  Answer  with  all  frankness  the  several  difficulties 
presented.  Dissipate  by  your  most  assuring  method  the 
merely  imaginary  trouble,  and  emphatically  indorse  all 
that  you  believe  to  be  real. 


84  THE    MODERN"    SUNDAY    SCHOOL. 

4.  Give  help.  Train,  illustrate,  drill  the  teachers. 
If  they  cannot  master  the  art  of  questioning,  show  them 
ivhy,  and  then  show  them  how.  If  they  handle  illustra- 
tions awkwardly,  spend  one  evening  or  more  in  ^'trying 
on"  illustrations,  and  showing  how  they  may  be  most 
effectively  employed. 

5.  If  you  find  your  teachers  not  quite  enough  dis- 
couraged to  bring  them  regularly  to  your  teachers' 
meeting,  try  to  discourage  them  a  little  more. 

When  Elisha  sought  the  spirit  of  Elijah,  he  sought 
the  Holy  Spirit  of  God.  When  he  returned  from  Moab 
to  Jericho  through  the  miraculously  opened  Jordan,  the 
sons  of  the  prophet  said,  ''The  spirit  of  Elijah  does  rest 
on  Elisha."  It  was  not  the  "mantle"  that  separated  the 
waters  of  the  river,  but  the  ''Lord  God  of  Elijah,"  whose 
power  the  newly  commissioned  prophet  invoked. 

Sunday-school  teachers,  you  need  the  same  divine 
baptism.  The  "mantle"  of  method  will  accomplish 
nothing  unless  the  energy  of  the  Holy  Spirit  permeates 
it.  Take  up  the  one  and  fervently  invoke  the  other. 
Then  will  Jordan  in  your  own  way  open  a  path  for  your 
feet.  Then  will  barren  wastes  grow  fruitful  as  you 
scatter  into  the  springs  the  salt  of  truth.  Your  enemies 
shall  perish.  The  oil  shall  pour  forth  its  abimdant 
blessings  in  the  homes  to  which  your  counsels  come. 
Dead  souls  will  live.  Lepers  will  be  cleansed.  Angelic 
guards  will  sustain  you ;  and  the  very  memory  of  your 
life  and  character,  like  the  bones  of  the  dead  prophet, 
wall  give  life  to  men  after  you  are  in  your  graves.  Seek 
by  fervent  prayer  the  light  and  life  of  God's  o^vn  eternal 
Spirit. 


THE    NORMAL    CLASS.  85 


CHAPTER  VII. 

THE    NORMAL    CLASS. 

What  is  a  normal  class  ?  The  word  normal  is  from 
the  Latin  norma,  a  square  for  trying  right  angles,  thence 
a  pattern,  a  rule,  an  anthorative  standard,  a  model, 
formal  schools  are  schools  in  which  the  true  theory  of 
education  is  taught,  its  true  methods  illustrated,  and  its 
pupils  trained  to  teach  under  judicious  and  skilled 
scrutiny. 

What  is  a  normal  class  in  secular  education  ?  It  is 
a  process  of  training  teachers  in  the  best  possible  man- 
ner to  the  highest  attainable  grade  of  excellence,  that 
they  in  the  most  effective  manner  may  teach  the  pupils 
afterward  to  be  committed  to  their  care.  It  involves,  of 
necessity,  the  acquisition  of  knowledge,  the  testing  of 
knowledge  thus  acquired,  and  the  utilizing  of  sucli 
knowledge  for  teaching  purposes. 

Among  secular  educators  the  importance  of  normal 
schools,  with  their  distinctive  methods,  is  no  longer  a 
question  for  discussion.  Dr.  William  E.  Channing,  in 
1837,  thus  pleaded  in  Boston  for  an  institution  in  which 
teachers  should  be  professionally  trained :  ''We  need  an 
institution  for  the  formation  of  better  teachers,  and 
until  this  step  is  taken  we  can  make  no  important 
progress.  The  most  crying  w^ant  in  this  commonwealth 
is  the  want  of  accomplished  teachers.  We  boast  of  our 
schools,  but  schools  do  comparatively  little  for  want  of 


86  THE  MODERN  SUNDAY  SCHOOL. 

educated  instructors.  Without  good  teaching  a  school 
is  but  a  name.  An  institution  for  training  men  to  train 
the  young  Avoukl  be  a  fountain  of  living  waters  sending 
forth  streams  to  refresh  present  and  future  ages.  As 
yet  our  legislators  have  denied  to  the  poor  laboring 
classes  this  principal  means  of  elevation.  We  trust 
they  will  not  always  prove  blind  to  the  highest  interest 
of  the  State.  We  want  better  teachers  and  more 
teachers  for  all  classes  of  society ;  for  rich  and  poor,  for 
children  and  adults.  One  of  the  surest  signs  of  the 
regeneration  of  society  will  be  the  elevation  of  the  art 
of  teaching  to  the  highest  rank  in  the  community. 
Socrates  is  now  regarded  as  the  greatest  man  in  the  age 
of  great  men.  The  name  of  king  has  grown  dim  before 
that  of  apostle.  To  teach,  whether  by  word  or  action, 
is  the  liighest  function  on  earth."  In  nearly  all  of  our 
cities  regularly  equipped  normal  schools  are  established. 
Men  and  women  who  are  expected  to  teach  literature 
and  science  to  our  children  are  expected  to  prepare 
themselves  for  this  service. 

The  Sunday-school  teacher  needs  just  what  the 
normal  school  aims  to  secure  for  the  secular  teacher. 
His  work  is  as  important  in  its  aims.  He  deals  with 
the  same  intellectual  powers,  and  addresses  himself  in  a 
peculiar  manner  to  the  more  delicate,  important,  and 
powerful  energies  of  the  soul — the  conscience,  the  affec- 
tions, the  will.  The  text-book  which  he  employs  is  as 
full  of  difficulties,  his  pupils  are  as  apathetic.  He  expe- 
riences the  same  obstacles  in  the  way  of  quickening  the 
intellect.  In  his  work  the  curiosity  is  to  be  aroused, 
attention  concentrated,  voluntary,  delighted,  and  per- 
sistent effort  to  be  secured.     The  Sunday-school  normal 


THE    NORMAL    CLASS.  87 

class  is  therefore  based  upon  the  same  theory  as  that 
which  establishes  the  secular  normal  school,  and  it  aims 
at  the  same  worthy  and  much-needed  results. 

The  standard  of  secular  education  in  these  days  is  so 
high,  and  the  appliances  employed  so  perfect,  that  the 
Sabbath  school  must  elevate  its  standard  if  it  would 
maintain  its  power.  Children  measure  their  teachers 
in  these  days.  Many  of  them  are  able  to  do  it.  ISTo  sin- 
cerity of  character  or  earnestness  of  effort  can  compen- 
sate for  a  poorly  prepared  lesson,  or  for  habitual  incom- 
petency on  the  part  of  a  Sunday-school  teacher.  It  is  a 
lamentable  hindrance  to  one's  success  in  this  field  to 
have  his  scholars  contrasting  his  matter  and  style  of 
teaching  with  those  of  ordinary  teachers  in  the  public 
schools,  or  detecting  the  sophisms  or  superficial  evasions 
of  his  explanations.  It  is  not  only  that  the  teacher  suf- 
fers in  the  estimation  of  his  scholars,  but  the  system  of 
truth  he  represents  also  suffers  loss. 

All  truth  is  divine.  We  may  regard  the  teachers  of 
natural  science  and  mathematics  in  our  public  schools 
and  academies  as  so  manv  ambassadors  of  God  to  the 
soul  of  the  child.  In  the  Sunday  school  w^e  have  charge 
of  another  department  of  divine  teaching.  Ours  is  the 
ethical  and  spiritual,  and  we  deal  with  intellect.  We 
seek  to  exalt  and  sanctify  it — to  connect  it  with  a  ^^pure 
conscience"  and  a  redeemed  heart,  that  it  mav  become 
the  throne  of  a  "faith  unfeigned."  The  secular  teachers 
tell  the  little  ones  of  God  in  nature,  we  of  God  in  grace. 
They  conduct  them  through  the  outer  courts  of  the 
cosmos;  we  lead  them  beyond  the  veil,  into  the  inner- 
most sanctuary,  where  God's  voice  is  heard  and  where 
man  may  commune  face  to  face  with  Him.     We  must, 


88  THE    MODERN    SUNDAY    SCHOOL. 

therefore,  be  ^^apt  to  teach."  We  are  to  show  ourselves 
"approved" — "workmen  that  need  not  to  be  ashamed, 
rightly  dividing  the  word  of  truth."  Wisely  did  the 
apostle  suggest  to  Timothy,  "Give  attendance  to  reading 
.  .  .  to  doctrine." 

The  labor  of  the  Sunday-school  teacher  is  voluntary, 
and  performed  under  the  pressure  of  secular  occupa- 
tions. Mothers  come  to  the  Sunday  school  as  teachers 
from  the  nursery,  merchants  and  clerks  from  the  counter 
and  counting-room,  mechanics  from  the  shop,  farmers 
from  the  field,  lawyers  from  the  bar,  jurists  from  the 
bench,  physicians  from  the  bedside,  students  from  the 
recitation  room.  They  are  engaged  six-sevenths  of  their 
time  in  callings  wholly  unconnected  with  the  specific 
work  of  the  Sabbath  school.  To  perform  it  they  turn 
aside  from  their  habitual  paths  of  thought  and  effort. 
Many  of  them  are  wholly  deficient  in  mental  discipline, 
and,  with  no  time  for  preparation,  must  make  sad  work 
with  the  brain  of  the  pupil  and  the  Book  of  God  on  the 
Sabbath. 

Eor  other  professions  regular  schools  of  preparation 
are  established,  and  a  curriculum  appointed.  In  the 
school  of  medicine,  law,  or  theology,  the  student  gives 
his  whole  time  to  study.  He  secures  the  funds  requisite, 
abandons  every  other  enterprise,  and  devotes  all  his 
energies  to  the  one  work.  In  the  secular  normal  schools 
the  same  singleness  of  purpose  and  occupation  gives  the 
student  power.  He  is  a  man  of  one  work,  and  he 
succeeds. 

Yet  we  can  have  no  permanent  theological  school  for 
the  training  of  Sunday-school  teachers.  Kor  can  the 
want  be  realized  in  every  case  by  teachers'  meetings. 


THE    NORM2VL    CLASS.  80 

Something  must  go  before  them.  A  clergyman  may 
increase  in  theological  knowledge  and  pulpit  efficiency 
while  engaged  in  appointed  clerical  labors;  but,  before 
all  this,  there  is  a  certain  preparatory  training  which 
fits  him  for  his  subsequent  efforts,  and  which  is  indis- 
pensable to  his  success.  This  is  no  more  a  necessity  of 
the  preacher  than  of  the  teacher.  Even  our  best  schools, 
then,  would  be  benefited  by  a  general  plan  of  teacher 
training. 

But  we  must  remember  that  first-class  Sabbath 
schools,  with  well-ordered  teachers'  meetings,  are  rare 
and  exceptional.  In  many  schools  the  teachers'  meeting 
is  limited  to  a  small  minority  of  those  engaged  in  the 
Sabbath  work.  In  some  schools  this  meeting  is  held 
annually,  and  then  for  the  election  of  officers;  or 
monthly,  and  merely  for  the  transaction  of  business.  In 
all  schools  of  this  class  teachers  are  expected  to  do  their 
work  without  other  specific  preparation  than  they  volun- 
tarily give  at  home  to  the  lesson,  and  with  no  previous 
training  whatever. 

Suppose,  then,  that  any  one  school  has  a  corps  of  good 
teachers  and  a  good  teachers'  meeting,  and  suppose  it 
does  7iot  need  any  outside  help  in  the  culture  of  its 
teachers,  the  whole  duty  of  that  school  is  not  done  when 
it  becomes  in  itself  strong,  studious,  and  successful.  I 
assert  that  no  school  can  be  thus  independent  by  virtue 
of  its  o^\Ti  internal  strength ;  for  it  still  owes  sympathy, 
counsel,  and  assistance  to  the  weaker  and  less  successful 
schools  in  its  neighborhood. 

Whether,  therefore,  we  look  at  the  best  or  the  poorest 
of  our  schools,  the  conclusion  is  forced  upon  us :  We 
must  have  a  general  system  for  the  training  of  teachers 


90  THE    MODEKI^    SUNDAY    SCHOOL. 

— a  system  that  will  secure  the  establishment  of  regular 
weekly  teachers'  meetings  where  they  are  not  now  held, 
and  provide,  in  some  form  or  other,  a  complete  prepara- 
tory course  of  training  in  connection  with  those  schools 
which  have  all  along  sustained  the  teachers'  meeting. 

Conventions,  local  and  general,  may  render  assistance 
by  the  dissemination  of  Sunday-school  ideas,  the  com- 
parison of  plans,  the  discussion  of  principles,  and  the 
occasional  illustration  of  approved  methods.  But  the 
best  convention  we  ever  attended  left  an  important  work 
undone.  Mere  conventions,  in  which  whole  counties, 
and  even  States,  are  represented,  cannot  meet  the  de- 
mand we  have  specified.  The  introduction  of  institute 
exercises,  or  normal  methods,  into  these  conventions, 
has  been  a  means  of  improving  their  character.  But 
in  the  midst  of  these  occasional  and  exceptional  exer- 
cises we  have  asked.  Is  there  not  yet  something  more 
practical — some  plan  better  adapted  to  the  necessities 
of  the  work  ? 

The  answer  is  to  be  found  in  the  normal  class  exer- 
cises hereinafter  described. 

Let  us  look  at  the  immediate  needs  of  the  Sunday- 
school  teacher.  First  of  all,  he  is  a  teacher  of  Chris- 
tianity, and  the  Bible  is  his  text-book.  To  be  a  success- 
ful teacher  of  Christianity  one  must  he  a  Christian. 
Having  '^eyes  to  see,"  he  must  have  ''seen"  the  verities 
concerning  which  he  is  to  testify.  These  must  be  in- 
wrought into  his  personal  character.  He  must  have  the 
Christian's  reputation,  the  Christian's  apprehension, 
the  Christian's  tone  and  habit.  He  who  feels  and  is 
daily  dominated  by  the  truth,  and  he  alone,  is  able  to 
teach  it.     Can  the  blind  teach  painting  ?    Can  the  deaf 


THE    NORMAL    CLASS.  91 

teach  music?  You  remember  who  asked  the  question, 
and  to  whom,  "Art  thou  a  master  of  Israel,  and  knowest 
not  these  things  V^ 

The  Sunday-school  teacher  should  understand  the 
language  in  which  he  proposes  to  teach;  and  the  more 
cultivated  his  pupils,  the  greater  their  advantages  in  the 
secular  school,  the  greater  is  the  importance  that  he  shall 
not  offend  cultivated  taste  by  violating  grammatical  law. 
He  should  have  as  large  lingual  resources  as  possible,  a 
vocabulary  from  which  he  may  select  Avith  discretion, 
using  the  right  word  in  the  right  place,  using  as  few 
words  and  as  many  w^ords  as  may  be  necessary.  And 
still  it  is  but  just  to  say  that  there  are  many  honest  and 
earnest  persons  who,  notwithstanding  great  ignorance 
and  habitual  violation  of  the  laws  of  English  grammar, 
are  most  successful  Sundav-school  teachers.  These 
cases  are  exceptional.  They  show  what  consecrated 
hearts  may  do.  When  some  one  complained  to  Row- 
land Hill  of  the  blunders  in  speech  of  one  of  his  plain 
preachers.  Hill  replied,  "Kever  mind  his  breaking  gram- 
mar, if  the  Lord  helps  him  to  break  the  poor  sinner's 
heart.''  So  we  say  concerning  this  work  of  Sunday- 
school  teaching.  Let  the  truth  be  taught  by  earnest 
hearts.  Let  the  living  water  be  dipped  from  the  foun- 
tain and  distributed  to  thirstv  souls.  If  this  can  be 
done  in  a  golden  chalice,  well.  If  God  appoint  for  the 
service  some  marred  or  misshapen  pitcher,  let  it  also 
drop  into  the  crystal  depths,  and  be  borne  dripping  with 
living  waters  to  the  thirsty  lips.  But  these  exceptions 
in  the  line  of  Divine  Providence  do  not  annul  the  law  of 
the  best  possible  human  preparation  where  one  attempts 
to  do  a  divinely  appointed  work.     Plain  men,  indeed, 


92  THE  MODERN  SUNDAY  SCHOOL. 

were  the  fishermen  of  Galilee  who  first  taught  the  gospel, 
but  they  were  not  uneducated  men.  Thej  may  not 
have  been  familar  with  subtleties  of  Greek  philosophy, 
nor  were  they  accounted  '^scholars''  in  the  then  ap- 
proved Jewish  schools.  But  they  were  men  of  native 
strength,  trained  in  the  Hebrew  Scriptures,  and  they 
enjoyed  intimate  fellowship  with  the  wisest  of  teachers 
for  three  years. 

The  Sunday-school  teacher  should  know  a  great  deal 
about  the  text-book  in  which  he  is  the  instructor.  This 
text-book — the  Holy  Bible — comes  to  us  with  a  peculiar 
claim.  The  teacher,  in  opening  it,  professes  to  open  an 
inspired  book,  by  which  God,  the  Creator  of  all,  has 
made  known  His  character  and  His  will  to  men.  It  is 
important,  therefore,  that  the  teacher  understand,  at 
least  to  some  extent,  the  evidences  by  which  the  divine 
authenticity  of  the  Bible  is  established,  the  men  by  whom 
its  various  parts  were  WTitten,  the  time  and  the  place  of 
writing,  the  questions  of  genuineness  and  translations, 
and  the  actions  of  ecclesiastical  councils  concerning  it. 
He  should  understand  the  laws  of  interpretation  by 
which  we  may  approach  the  sacred  pages  in  the  right 
spirit,  and  by  the  right  methods  arrive  at  the  sentiments 
which  the  Divine  Author  intends  to  reveal.  He  should 
understand  the  contents  of  the  book,  first  in  general  out- 
line, and  then  in  detail — its  history,  chronology,  geog- 
raphy, archaeological  peculiarities,  its  doctrines  which 
relate  to  God,  to  man,  to  the  God-man,  and  to  life 
eternal. 

The  fact  that  the  text-book  of  the  Sunday-school 
teacher  is  supernatural,  and  his  work  dependent  upon 
the  inspiration  of  the  Holy  Ghost,  does  not  diminish  the 


THE    I^ORMAL    CLASS.  93 

necessity  for  the  most  thoroiigli  preparation  on  his  part; 
for  the  laws  of  man's  mental  activity  in  the  study  of  the 
Holy  Scriptures  are  the  same  laws  which  he  must  ob- 
serve in  any  other  intellectual  operation.  The  Bible 
has  been  translated  from  tongue  to  tongue.  Its  versions 
are  to  be  explained,  its  figures  to  be  interpreted,  its 
principles  to  be  traced,  its  practical  applications  to  be 
made,  and  its  difficulties  to  be  removed,  as  in  the  case  of 
any  other  volume  written  originally  in  a  foreign  lan- 
guage, in  a  remote  age,  and  in  countries  differing  from 
our  o\\Ti  in  manners  and  customs,  languages,  and  politi- 
cal institutions.  The  Bible  is  not  a  mint  with  com- 
pleted coins  of  gold  and  silver,  stamped  and  polished, 
and  ready  for  immediate  and  easy  appropriation.  It 
is  a  mountain  rather  than  a  mint.  In  its  hidden  heart 
are  the  veins  of  gold.  These  are  to  be  sought  and  dug 
out  with  prayer  and  painstaking  and  patience. 

The  Sunday-school  teacher  should  have  accurate  and 
well-mastered  knowledge.  He  should  have  thought  care- 
fully and  examined  critically.  He  should  know  from 
personal  interest  and  attention,  by  the  delight  of  his  soul 
in  truth,  and  should  patiently  and  with  a  passion  for 
knowledge  apply  himself  to  the  exploration  of  the  divine 
Word. 

The  Sunday-school  teacher  should  know  the  truth 
from  personal  experience.  He  should  have  faith  and 
spiritual  discernment.  ^^The  natural  man  receiveth  not 
the  things  of  the  Spirit:  .  .  .  neither  can  he  know 
them,  because  they  are  spiritually  discerned.  But  he 
that  is  spiritual  judgeth  [discerneth]  all  things"  (1  Cor. 
ii.  14,  15).  "The  Comforter,  which  is  the  Holy  Ghost, 
whom  the  Father  will  send  in  My  name,  He  shall  teach 


94  THE  MODERN  SUNDAY  SCHOOL. 

you  all  things,  and  bring  all  things  to  your  remem- 
brance, whatsoever  I  have  said  unto  you"  (John  xiv. 
2G).  He  who  has  felt  the  power  of  the  gospel  is  able  to 
proclaim  and  apply  its  precious  truths. 

He  must  know  the  wide  range  and  relations  of  truth. 
To  know  one  thins-  well  one  must  know  many  things. 
In  order  to  form  an  adequate  idea  of  Abram's  position 
and  conduct  as  he  stood  on  the  Judaan  hills  and  made 
the  magnanimous  proposition  to  Lot,  one  must  have  in 
his  mind's  eve  the  antecedents  of  both  men :  the  double 
call  of  Abram,  when  living  beyond  the  Euphrates,  the 
first  entrance  into  the  land,  the  anxiety  which  led  him 
into  Egypt,  and  the  return  from  Egpyt  to  the  place  of 
the  altar  between  Bethel  and  Ai,  where  this  interesting 
event  occurred.  The  Sunday-school  teacher,  to  teach 
successfully  particular  lessons,  must  gather  inspiration 
from  general  conceptions  relative  to  persons  and  locali- 
ties and  antecedent  experiences.  He  must  know  more 
about  a  subject  than  he  intends  to  communicate  in  a 
specific  lesson.  The  immense  body  of  water  in  the 
reservoir  among  the  hills  gives  force  to  the  jet  in  the 
fountain  in  the  city  park.  Large  resources  of  knowl- 
edge give  peculiar  power  to  the  simplest  teaching 
efforts  in  the  class. 

He  must  know  how  to  grow  in  knowledge.  Every 
effort  at  acquiring  knowledge  and  communicating 
knowledge  should  be  to  him  an  inspiration,  and  the 
means  to  higher  attainments.  The  teacher,  at  the  close 
of  a  year  of  work,  should  be  able  to  find  the  largest  re- 
sult in  his  own  mental  and  spiritual  life,  ^ow,  there 
is  a  way  of  knowing  which  proves  a  means  of  growth, 
and  there  is,  on  the  other  hand,  a  way  of  knowing  which 


THE    NORMAL    CLASS.  95 

provides  truth  for  an  immediate  emergency,  but  does 
not  apply  it  to  the  fountains  of  character,  intellectual 
and  spiritual. 

He  must  know  his  pupils — the  peculiarities  of  human , 
nature,  the  laws  of  mental  life  and  growth,  or  of 
deterioration.  He  must  know  the  wide  variety 
of  forces,  habits,  and  moods  in  human  nature;  the 
prejudices  of  education,  the  all-dominating  energy  of 
habit,  the  important  and  peculiar  antagonisms  of 
social  grades,  or  external  conditions.  He  only  who 
knows  the  needs  and  defects  of  human  nature  can 
apply  the  gospel  which  proposes  to  supply  the  need  and 
remove  the  defect. 

He  must  know  what  other  teachers  have  discovered 
in  their  experiences,  reading  the  records  of  their  tempo- 
rary methods,  defeats,  failures,  and  successes. 

The  Sunday-school  teacher  must  know  the  laws  of 
teaching,  and  the  methods  which  the  right  observance  of 
these  laws  develop. 

He  must  have  ability  to  originate  methods  of  his  own. 
There  is  an  empiricism  in  teaching  which,  without  look- 
ing for  the  underlying  philosophy,  experiments  upon 
some  suggested  method,  and  often  confounds  seeming 
with  real  success.  Therefore  the  Sunday-school  teacher, 
like  the  secular  teacher,  should  know  the  principle,  and, 
in  his  intense  eagerness  to  quicken  minds  to  thoughtful- 
ness  and  self-application,  should  devise  methods  which 
are  his  own. 

In  order  to  know  and  to  teach  wdiat  he  knows,  that 
his  pupils  may  know  and  grow  under  his  ministry,  the 
Sunday-school  teacher  should,  in  his  preparatory 
studies,  see  other  and  expert  teachers  at  their  work. 


96  THE  MODERN  SUNDAY  SCHOOL. 

With  his  knowledge  of  principle  and  method,  he  should 
be  able  to  observe  the  application  of  these  by  those  who 
are  his  superiors. 

The  Sunday-school  teacher  must  practice,  and 
practice,  and  practice.  By  manipulating  the  keys  of 
an  instrument  the  puj)il  acquires  facility,  and  with  ap- 
parent involuntariness  goes  through  difficult  exercises 
which  at  first  occasioned  him  weariness,  annoyance,  and 
temporary  discouragement.  Hour  after  hour,  day  after 
day,  week  after  week,  month  after  month,  year  after 
year,  the  musician,  the  artist,  the  lecturer,  the  lawyer, 
the  physician,  acquire  the  skill  which  brings  success  and 
delight. 

The  Sunday-school  teacher  should,  during  this  pre- 
paratory process,  submit  himself  to  the  criticism  of  the 
most  skilful  workers.  He  should  not  only  see  them  at 
work,  but  they  should  see  him  at  work.  As  he  discovers 
in  their  methods  excellences  to  be  imitated,  they  discover 
in  him  and  to  him  reveal  the  defects  which  he  must 
correct. 

He  must,  in  this  work  of  practice,  enjoy  the  inspira- 
tion of  those  who  aim  at  the  same  results,  that  the  ad- 
vantage of  class  spirit  and  laudable  rivalry  may  be 
utilized. 

The  Sunday-school  teacher  must  practice  under  as 
favorable  circumstances  as  possible,  enjoying  the  bene- 
fits of  helpful  appliances,  maps,  diagrams,  blackboards, 
books,  illustrative  apparatus,  and  he  should  have  ample 
time. 

The  candidate  for  the  teacher's  office  should  have  pre- 
scribed for  him  a  course  of  study  embodying  the  results 
of  wise  experience,  defining  the  limits  to  a  required  ex- 


THE    NORMAL    CLASS.  97 

ertion,  and  thus  giving  the  incentive  of  hope  and  the 
satisfaction  of  a  completed  work. 

There  are  many  forms  in  which  normal  work  may 
be  prosecuted. 

Our  colleges,  theological  seminaries,  and  schools  of 
higher  grades  should,  through  their  faculties,  provide  for 
lectures  and  lessons  which,  in  connection  with  the  regu- 
lar curriculum  of  the  institution,  may  fit  the  young 
men  and  women  w^ho  are  so  disposed  to  prepare  them- 
selves for  Sunday-school  teaching  in  after-life. 

!N^ormal  classes  may  be  organized  in  connection  with 
a  particular  church,  or  a  number  of  churches,  in  a  com- 
munity. 

The  older  scholars  of  a  given  Sabbath  school  w^ho  in- 
dicate tact  and  adaptation  may  be  selected  and  organized 
into  a  normal  class,  to  receive  instruction  in  Bible 
knowledge  and  educational  principles,  under  the  direc- 
tion of  the  Sabbath  school  itself.  The  author  organized 
and  conducted  such  a  normal  class  in  the  churches  of 
which  he  was  pastor  in  1857-58  and  in  1859-61.  In 
these  classes  he  used  as  text-books  Inglis  on  "The  Sab- 
bath School,''  and  Conybeare  and  Howson's  "Life  and 
Epistles  of  St.  Paul."  Each  session  (held  weekly)  em- 
braced a  lesson  in  the  two  subjects.  His  pupils  were 
advanced  pupils  between  the  ages  of  sixteen  and  twenty- 
five.     The  w^ork  was  thorough. 

The  normal  class  may  be  organized  in  connection 
Avith  the  teachers'  meeting,  and  normal  principles  ap- 
plied in  the  actual  study  of  particular  lessons.  A  sup- 
plemental session  of  thirty  minutes  would,  in  the  course 
of  a  year,  enable  an  ordinary  teachers'  meeting  to  carry 
out  a  very  satisfactory  course  of  normal  study. 
1 


98  THE  MODERN  SUNDAY  SCHOOL. 

Special  formal  Institutes  may  be  held,  lasting  for 
two  or  three  days,  and  the  time  improved  by  regular 
normal  exercises. 

The  Sunday-school  Assembly  method,  which  turns  to 
a  good  account  the  desire  for  summer  recreation,  may 
also  prove,  as  at  Chautauqua,  a  means  of  improvement. 

The  Primary  Class  subdivisions,  under  subordinate 
teachers,  may  prove  of  immense  value  in  the  training  of 
teachers  for  the  future,  especially  where  the  superinten- 
dent of  this  primary  department  is  competent  to  instruct 
the  normal  pupils  as  well  as  the  little  people. 

The  distribution  of  normal  2:>upils  in  a  school  among 
the  best  classes,  for  three  or  four  weeks  at  a  time,  that 
they  may  observe  the  best  teachers  in  their  work,  is  also 
a  practicable  and  feasible  plan. 

Where  a  normal  class  is  impracticable,  the  devout, 
determined,  and  diligent  Sunday-school  teacher  may 
still  do  something  toward  normal  self-improvement. 
He  may  come,  by  thought  and  deep  desire,  to  appreciate 
the  most  imperative  needs  of  his  pupils,  their  peculiar 
'perils,  the  best  possibilities  in  their  lives,  the  divine  pro- 
visions for  them,  and  the  divine  methods  for  turning 
these  possibilities  into  possessions  and  attainments. 
This  knowledge  must  be  in  him  a  living  force,  and  must 
produce  results.  He  may  (1)  read  and  think  much  in 
the  realm  of  truth  in  which  he  is  to  teach;  (2)  be  per- 
sonally interested  in  its  experiences  and  development; 
(3)  acquire  the  habit  of  self -testing  on  every  theme  on 
which  he  is  to  teach;  (4)  acquire  the  habit  of  personal, 
independent,  concentrated,  continuous  thinl'ing  on  every 
such  theme;  (5)  accustom  himself  to  an  after-reading, 
for  information,  of  the  text-book  he  has  to  teach,  and 


THE    NORMAL    CLASS.  99 

of  whatever  other  book  may  be  useful  in  this  direction ; 
(6)  identify  himself  with  his  pupils  in  all  affection  and 
interest  and  thought;  (7)  constantly  and  carefully  study 
human  nature  as  illustrated  in  his  pupils;  (8)  carefullj' 
study  their  peculiar  circumstances  and  necessities;  (9) 
carefully  study  the  laivs  of  teaching  as  laid  down  by 
wise  teachers,  and  the  phenomena  and  laws  of  mental 
and  moral  life  as  presented  by  the  psychologists;  (10) 
frequently — very  frequently — imagine  his  pupils  before 
him,  and  imagine  the  processes  by  which  he  would  win 
and  retain  and  reward  their  attention;  (11)  write  out 
these  processes,  developing  the  subject  as  it  would  be 
likely  to  develop  under  the  interested  conversation  and 
questioning  of  his  class;  (12)  practice  on  others  during 
the  week,  on  children  at  home,  in  conversation  with 
adults,  in  ^^parlor  classes,''  at  table,  etc.;  (13)  observe 
successful  teachers  in  public  schools,  ministers  gifted  in 
making  truth  clear  and  attractive,  whether  in  the  pulpit, 
the  Sunday  school,  or  in  the  special  children's  class; 
(14)  enlarge  the  horizon  of  knowledge,  secular  and 
Biblical,  thus  coming  into  sjanpathy  with  pupils.  He 
will  find  as  most  helpful  in  this  direction  the  course  of 
reading  in  the  C.  L.  S.  C.  (the  ^^Chautauqua  Literary 
and  Scientific  Circle").  And  two  things  he  must  al- 
ways remember:  (1)  The  true  teaching  power  is  not  in 
comprehensive  and  classified  knowledge,  but  in  charac- 
ter vitalized  and  controlled  hy  hnowledge  of  truth.  (2) 
The  true  teaching  result  is  not  in  so  many  new  ideas 
apprehended  and  retained  by  the  pupils'  intellectual 
nature,  but  in  the  self-activity  of  the  pupils'  whole 
nature  (physical,  intellectual,  moral,  spiritual),  induced 
by  the  truth  they  do  receive. 


100         THE  MODERN  SUNDAY  SCHOOL. 

What  are  the  exercises  of  a  normal  class  ?  Personal 
ingenuity,  by  expert  and  enterprising  teachers,  will  pro- 
vide a  variety  of  plans  for  promoting  the  teacher's 
knowledge  and  the  teacher's  skill.  Among  them  we 
may  propose  the  following : 

Recitation  from  a  text-book  or  catechism  on  Bible 
history,  geography,  Sunday-school  teaching,  etc.  This 
recitation  and  conversation  may  develop  the  teaching 
power  of  the  pupils. 

A  specimen  juvenile  lesson,  in  which  the  teacher  of 
the  normal  class  instructs  a  class  of  children.  When 
these  are  dismissed  the  teacher  examines  the  normal 
class  upon  his  method,  to  see  what  they  observed  and 
thought  concerning  it  and  the  principles  he  endeavored 
to  illustrate. 

A  practice  lesson,  in  which  one  of  the  pupils  teaches 
a  juvenile  class,  and  is  afterward  subjected  to  the  criti- 
cism of  the  other  pupils  and  of  the  normal  class  teacher. 

Where  the  class  is  large  it  may  be  resolved  into  three, 
^ve,  or  more  sub-classes,  each  under  a  teacher  selected 
beforehand.  At  a  given  signal  all  the  classes  may  com- 
mence the  study  of  the  same  lesson.  The  time  assigned 
to  this  exercise  having  expired,  each  teacher  may  report 
briefly  the  subject-matter  and  method  of  his  teaching. 
After  all  have  made  their  reports,  let  the  leader  elicit 
written  and  anonvmous  criticisms  from  the  whole  class, 
carefully  suppressing  everything  which  would  indicate, 
or  improperly  reflect  upon,  the  teacher  criticised.  After 
such  criticism,  the  conductor  should  allow  the  teachers 
another  opportunity  to  speak,  and  should  himself  call 
attention  to  the  principal  practical  lessons  to  be  drawn 
from  the  excellences  and  defects  of  the  whole  exercise. 


THE    NORMAL    CLASS.  101 

A  lecture,  followed  by  conversations  on  principles  of 
teaching,  Sunday-school  order,  lesson  preparation,  illus- 
tration, questioning,  etc. 

A  preparation  exercise,  in  which  a  given  lesson  is 
taken  up,  and  the  whole  class  engaged  in  acquiring  the 
knowledge  of  its  contents  and  in  preparing  to  teach  it  to 
others,  to  classes  of  different  grades.  The  class,  in 
carrying  out  this  plan,  may  select  the  golden  text ;  ascer- 
tain the  central  thought;  frame  questions;  select  illus- 
trations ;  make  topical  analyses ;  make  a  pictorial  repre- 
sentation or  word-picture  of  the  lesson. 

Practice  in  reading  a  Scripture  lesson  may  occupy  a 
short  time  occasionally  in  the  exercise  of  a  normal  class. 
There  is  a  great  deal  in  the  way  of  reading,  by  the  class 
and  by  the  teacher. 

Practice  in  committing  to  memory.  There  are  laws 
of  memorizing.  These  should  be  known  by  the  teacher, 
and  practiced  until  it  becomes  an  easy  thing  to  commit 
passages  of  Scripture,  outlines  of  truth,  quotations  from 
general  literature,  etc. 

All  the  exercises  of  the  teacher's  work  may  be  taken 
up  one  at  a  time  and  practiced.  Among  these  are  the 
following :  Preparing  outlines,  framing  questions,  find- 
ing and  applying  illustrations,  lines  of  approach,  dis- 
covery of  root-thoughts,  plans  for  developing  the  self- 
activity  of  the  pupils,  removing  difficulties  Avhich  may 
occur  in  a  lesson,  word-picturing,  etc.  For  definitions 
which  form  a  basis  for  this  work,  see  Appendix  C. 

There  is  one  exercise  which  rises  above  the  level  of 
the  ordinary  normal  class  exercise,  and  in  which  is  to  be 
found  the  principal  power  of  the  Sunday-school  teacher 
as  of  the  minister;   it  is  that  pleading  for  personal 


102         THE  MODEKN  SUNDAY  SCHOOL. 

power,  the  gift  of  the  Holy  Spirit  which  God  has  prom- 
ised, without  which  the  teacher,  however  learned  he 
may  be,  and  however  intellectually  gifted,  will  be  a 
weakling  in  his  work.  Let  me  urge  Sunday-school 
teachers  and  normal  class  workers  to  come  together 
often,  with  pleading  for  the  outpouring  of  the  Spirit 
of  God. 

To  facilitate  the  individual  effort  of  the  normal  class 
pu^^il  at  home,  and  of  the  teacher  who,  having  no  normal 
class  facilities,  desires  to  improve,  I  have  occasionally 
suggested  Avhat  I  call  Normal  Praxes,  which  are  an  aid 
to  the  teacher  who  desires  to  put  himself  in  the  teacher's 
place,  to  cultivate  the  teacher's  imagination  by  imagin- 
ing before  him,  in  thought,  a  class  of  pupils.  He  wuU 
be  a  better  teacher  for  all  these  attemjDts.  He  wdll  learn 
better  how  to  begin  his  lesson  when  the  actual  class  is 
before  him,  how  to  adapt  it,  how  rescue  wandering  eyes, 
how  utilize  busy  fingers,  how  meet  hard  questions,  how 
w^ard  off  an  attempt  to  divert  it  from  its  aim,  how  frame 
a  question  that  will  captivate  unw^illing  ears,  how  turn 
over  a  leaf  of  home-life,  and  put  there  a  fragrant  flower 
of  divine  truth  to  stay  and  perfume  the  pages  and  the 
place,  how  send  an  arrow^  into  a  hard  heart.  The  fol- 
lowing are  specimens  of  such  Praxes : 

NORMAL  PRAXIS.     No.  1. 

Proposition  I. — One  may  know  a  subject  but  not  be  able  to  teach 
it  effectively  to  a  class  of  pupils. 

Why?    

Proposition  II. — It  is  necessary,  in  order  to  teach  effectivelj', 
to  examine  the  lesson  with  one's  pupil  in  mind. 

Why?   


THE    NORMAL    CLASS.  10(5 

Proposition  III. — When  oue  has  a  class  of  two  or  more  pupilS; 
it  is  not  sufficient  to  study  the  lesson  with  only  one  pupil  in  mind. 
Why?    

Proposition  IV. — It  is  necessary  to  know  at  least  two  thing? 

concerning  each  pupil  in  order  to  adapt  the  lesson  to  him. 

What  two  things? 

What  additional  knowledge  concerning  a  pupil  is  desir- 
able in  order  to  most  effective  teaching? 

Proposition  V. — Personal  acquaintance  with  pupils  requires  cer- 
tain wise  efforts  on  the  part  of  the  teacher. 

How  may  a  teacher  become  acquainted  with  his  pupils 
in  a  way  which  shall  prove  helpful  to  him  as  their 
teacher  ?   

What  mistakes  may  be  made  in  cultivating  acquaintance 
with  his  pupils  ? 

Proposition  VI. — There  are  certain  general  facts  of  human  na- 
ture which  every  teacher  should  know  in  attempting  to  instruct, 
especially  young  persons,  in  the  truths  of  religion. 

Name  a  few  of  these  general  facts '. 


NORMAL  PRAXIS.     No.  2. 

Proposition  I. — A  skillful  approach  to  a  class  with  a  lesson  is  of 
the  utmost  importance  in  teaching. 

What  do  you  understand  by  "approach?" 

W^hy  is  '"approach"  so  important? 

Proposition  II. — The  "approach"  to  a  pupil  should  awaken  his 
interest,  excite  his  curiosity,  and  make  him  resolve  to  know  some- 
thing more  about  the  lesson  in  hand. 

Why  is  curiosity  an  important  element  in  teaching?.  .  .  . 

What  are  some  of  the  good  results  of  securing  the  "re- 
solve" above  mentioned? 


104         THE  MODERN  SUNDAY  SCHOOL. 

Proposition  III. — The  method  of  "approach"  to  a  pupil  must 
be  determined  by  his  age,  capacity,  and  circumstances. 

1.  Imagine  a  class  of  infant  pupils  (less  than  six  years 
of  age).     You  are  to  teach  the  lesson — Matt.  viii.  1-4. 

With  what  words  would  you  begin  your  teaching? 

2.  Imagine   a   class   of   girls   twelve   years   old.      How 
would  you  begin  the  same  lesson? 

3.  Imagine  a  class  of  full-grown  men  and  women.     How 
would  you  begin  the  same  lesson? 

4.  What  one  great   lesson  would  you   seek   to   impress 
upon  each  class  above  described? 


NORMAL  PRAXIS.     No.  3. 

Suppose  I  have  a  class  in  Sunday  school.  How  many  members 
should  there  be  in  it  ? 

Why  not  more  ? 

Why  not  a  smaller  number? 

Which  do  I  prefer,  boys  or  girls? 

Why? 

Which  do  I  prefer,  old  or  young? 

Why  ? 

I  imagine  myself  seated  with  my  class  in  school.  The  very  first 
signal  is  given  by  the  superintendent  calling  for  order.     What  two 

things  should  I,  as  teacher,  do  at  that  moment?     1 

2 

There  are  certain  blunders  at  this  point  that  superintendent, 
teachers,  and  scholars  are  in  danger  of  committing.  What  are 
they? 


Superintendent 

Teacher  

Scholars 


NORMAL  PRAXIS.     No.  4. 

My  class  and  I  are  now  (I  imagine)  engaged  in  the  "devotional 
services"  of  the  Sunday  school.  What  do  I  mean  by  "devotional 
services"  in  Sunday  school?  Why  have  them  at  all  in  Sunday 
school?     What   exercises    should    "devotional   services    in    Sunday 


THE    NORMAL    CLASS.  105 

school"  include?  But  do  I  experience  several  difficulties  in  my 
class  during  these  services?  What  difficulties?  1  find  that  the 
principal  difficulty  with  the  scholar  lies  bej'ond  the  Sunday  school, 
the  teacher,  and  the  superintendent.  Where?  What  is  it?  How 
may  I  reach  that  earlier  difficulty? 

NORMAL  PRAXIS.     No.  5. 

What  am  I   in   Sundaj'-school  work   for?      What   aim  have   I? 

Several  aims  may  influence  me  :  1 2 

3 What  should  be  the  aim?     What  if  I  lack  clear 

and  deep  conviction  and  strong  feeling?  Why  am  I  needed  in 
this  work?  Who  needs  me?  What  arguments  are  there  in  favor 
of  my  continuance  in  Sunday-school  work? 

NORMAL  PRAXIS.     No.  6. 

The  school  has  been  opened — that  is,  the  "devotional  services'* 
are  over.  Before  beginning  the  study  of  the  lesson  in  the  class, 
several  things  are  to  be  done  in  the  school  and  in  each  class.  What 
are  they?  How  much  time  do  they  usually  take?  What  may  he 
omitted?  [Think  of  the  several  things  usually  done  in  a  school 
before  the  class  work  begins.]  What  hindrances  to  the  successful 
teaching  of  a  lesson  usuallj'  arise  in  Sunday  school  from  outside  of 
the  class? 

NORMAL  PRAXIS.     No.  7. 

I  am  to  teach.  What  is  it  to  teach?  [I  know  what  it  is  to  eat, 
to  walk,  to  plow,  to  recite  a  passage  committed  to  memory — but] 
WHAT  IS  IT  TO  TEACH?  What  do  I  mean  when  I  say,  "I  teach  a 
lesson?"  What  do  I  mean  when  I  say,  "I  teach  my  class?"  What 
several  acts  does  it  imply  in  the  teacher?  in  the  pupil?  What 
hindrances  to  successful  teaching  usually  arise  in  the  Sunday  school 
from  the  teacher?  from  the  class? 

NORMAL  PRAXIS.     No.  8. 

In  selecting  teachers  for  a  Sunday  school,  what  qualities  of 
character,  intellectual  and  moral,  should  be  considered  desirable? 
What  qualities  essential?  Why  does  a  Sundaj'-school  teacher  need 
general  preparation  for  his  work?  This  preparation  should,  when- 
ever practicable,   include  :   1 2 

3 4 Which    is    better,    wide 

knowledge  and  little  earnestness,  or  limited  knowledge  and  intense 
earnestness? 


106  THE    MODERN    SUNDAY    SCHOOL. 

NORMAL  PRAXIS.      No.  9. 

I  am  to  teach  a  lesson  next  Sabbath.  It  is  now  (let  us  suppose) 
Monday  morning.  I  am  very  busy  with  home  or  shop  or  office  duties. 
I  have  little  time  to  give  to  study.  Some  things  by  way  of  prepa- 
ration for  this  lesson  must  be  done,     \yhat  are  they? 

1 2 3 

4 5 ,  etc.,  etc. 


NORMAL  PRAXIS.     No.  10. 

I  am  to  teach,  but  while  I  am  doing  my  part  of  the  work  what 
shall  my  scholars  be  doing?     Merely  listening?     What  should  they 

do?     1 2 3 

What  are  the  three  principal  difficulties  in  attempting  to  teach 
average  scholars?  Is  "scolding"  of  use  in  the  teaching  process? 
Answer Why? 


NORMAL  PRAXIS.     No.  11. 

There  is  something  in  the  way  a  teacher  legins  a  lesson.  The 
first  words  have  a  great  deal  of  power.  Why?  Imagine  a  class  of 
boys,  twelve  years  old,  before  me.  The  lesson  is — take  next  Sun- 
day's lesson.  Now  imagine  that  it  is  time  for  me  to  begin  teach- 
ing.      What  are   the   first  words    (the   first   twenty-five   or   forty 

words)    I    should   use    in    approaching   them?     " ," 

etc.     State  another  plan  of  beginning  a  lesson.     State  two  forms  of 
beginning  to  which  objection  might  fairly  be  made. 


NORMAL  PRAXIS.     No.  12. 

A  lawyer  was  trying  to  show  the  Supreme  Court  of  the  United 
States  that  certain  lands  near  the  line  of  a  railroad  were  the  prop- 
erty of  the  railroad,  and  not  of  a  certain  township  that  claimed 
them.  He  used  a  blackboard  and  a  crayon  in  his  address  to  these 
learned  judges.  I  saw  a  map  on  the  blackboard.  Why  did  the 
lawyer  use  crayon  and  blackboard?  A  gentleman  was  explaining 
to  a  child  about  the  soul  being  a  living  reality  inside  of  the  body, 
but  independent  of  the  body.  lie  used  his  watch  to  illustrate  the 
point.  Can  you  imagine  hoiv  he  used  his  watch  for  this  purpose? 
Why  did  he  use  any  visible  illustration  at  all?  What  examples  of 
this  did  Jesus  give  in  His  teaching?     What  may  the  Sunday-school 


THE    NORMAL    CLASS.  107 

teacher  learn  on  this  subject  from  the  lawj^er  and  gentleman  above 
referred  to,  and  from  Christ  as  a  Teacher? 


NORMAL  PRAXIS.     No.  13. 

How  much  of  the  work  in  a  class  recitation  should  be  done  by 
the  scholar?  What  mistake  in  this  line  do  teachers  often  make? 
What  can  be  done  to  secure  from  scholars  personal  participation  in 
the  class  work?  Imagine  a  class  of  boys  twelve  years  old;  next 
Sunday's  lesson  ;  work  to  be  gotten  out  of  them  somehow — what  is 
the  first  thing  to  be  done  by  the  teacher?  What  is  the  second 
thing?  Name  a  third.  What  ten  questions  would  you  put  to  the 
class  just  described  in  teaching  the  lesson  of  next  Sunday? 


NORMAL  PRAXIS.     No.  14. 

Does  the  Sunday-school  teacher's  work  in  behalf  of  his  scholars 
cease  when  Sunday  school  is  over?  Why?  To  what  portions  of 
the  week  does  it  extend?  To  what  places?  What  four  things 
should  a  Sunday-school  teacher  do  for  his  scholars  during  the  week? 

What  helps  does  the  Sunday-school  teacher  need,  in  persons,  books, 
and  influence,  that  he  may  have  encouragement,  confidence,  and  suc- 
cess in  his  work? 


NORMAL  PRAXIS.     No.  15. 

Short  Studies  in  Bible  Chronology,  History,  Biography,  and 
Geography. 

Arrange  in  chronological  order  what  you  regard  as  the  twenty 
most  important  events  of  Bible  history. 


1 11. 

2 12. 

3 13. 

4 14. 

5 15. 

6 16. 

7 17. 

8 18. 

9 19. 

10 20. 


108 


THE    MODERN    SUNDAY    SCHOOL. 


NORMAL  PRAXIS.     No.  10. 

Name  a  leading  trait  of  character  belonging  to  each  of  the  fol- 
lowing persons : 

1.  Noah 

2.  Abraham 

3.  Joshua 

4.  Gideon   

5.  Saul   

G.  Elijah 

7.  Manasseh 

8.  Daniel 

9.  Nehemiah 

10.  John  the  Baptist 

11.  Peter   

12.  Stephen  


NORMAL  PRAXIS.     No.  17. 

State  the  Bible  land   in  which  each  of  the  following  rivers   is 
found,  and  an  event  connected  with  it : 


1.  Tigris 

2.  Euphrates. 

3.  Jordan 

4.  Jabbok 

5.  Kishon 

6.  Nile 

7.  Abana 


Lands. 


Events. 


NORMAL  PRAXIS.     No.  18. 

Locate  sixteen  principal  mountains  of  Bible  history,  and  name  a 
person  associated  with  each : 


1.  Ararat 

2.  Moriah 

3.  Horeb 

4.  Sinai 

5.  Hor 

6.  Nebo 

7.  Gerizim 

8.  Ebal 

9.  Tabor 

10.  Gilboa 

11.  Zion 

12.  Carrael 

13.  Quarantania, 

14.  Lebanon 

15.  Hermon 

16.  Olivet 


Location. 


Person. 


THE    NORMAL    CLASS. 


100 


I  come  next  to  consider  the  general  course  of  Sundav- 
school  normal  study.  It  should  embrace  the  following 
subjects : 


1.  Pertaining  to  the  Bible  : 

1.  Its  names. 

2.  Its  books. 

3.  The  classification  of  books. 

4.  The  writers. 

5.  The  languages. 

6.  The  gradual  development. 

7.  The  canon. 

8.  The  identity  of  its  books. 

9.  Their  historic  accuracy. 

10.  Their  divine  authority. 

11.  The  inspiration. 

12.  The  principal  versions. 

13.  The  contents  of  the  Bible : 

History, 

Chronologj', 

Geography, 

Biography, 

Manners  and  Customs, 

Divisions  of  time. 


Natural  history, 

Institutions, 

Prophecies, 

Doctrines, 

Weights, 

Measures,  etc. 


14.  Its  interpretation. 

15.  Its  mission,  use,  and  power. 

IG.  The  Sundaj'-school  teacher  should  study  Christ  as  the  one 
central,  vivifying,  and  all-dominant  theme  and  character  of  the 
whole  Bible.  He  is  the  Alpha  and  Omega,  the  Genesis  and  Reve- 
lation, of  the  book.  All  things  in  it  point  to  Him.  All  things  in 
it  are  because  of  Him.  He  is  the  key  to  all,  and  He  is  the  end  of 
all.  He  is  also  teacher  and  example.  The  Sundaj^-school  teacher 
should  live  as  He  lived,  and  teach  as  He  taught.  He  is  the  soul  of 
the  book.  Without  Him  it  is  a  dead  book.  The  study  of  the  person, 
character,  and  offices  of  Jesus  Christ  is,  therefore,  the  radical  and 
essential  theme  of  the  Sunday-school  teacher. 

2.    PERTA.INING  TO  THE  SaBBATH  SCHOOL  : 

1.  The  place  and  purpose. 

2.  The  relations  to  home  and  church. 

3.  The  organization. 

4.  The  management. 


110 


THE    MODERN    SUNDAY    SCHOOL. 


5.  The  classification. 

6.  The  early  lesson  systems. 

7.  The  International  Lessons. 

8.  The  Supplemental  Lessons. 

9.  The  appliances. 

10.  The  Sabbath-school  superintendent. 

11.  The  other  Sabbath-school  officers. 

12.  The  Sabbath-school  teacher. 

13.  The  teacher's  helps. 

14.  The  teacher's  difficulties  and  mistakes. 

15.  The  Sabbath-school  normal  ivork: 

Teachers'   meeting,  Institute, 

16.  The  week-day  poiver  of  the  school. 


Normal  class. 


o 
o. 


Pertaining  to  Teaching  : 

1.  The  soul  we  teach. 

2.  The  acquisition  of  knowledge. 

3.  The  retention  of  knowledge. 

4.  The  application  of  knowledge. 

5.  The  communication  of  knowledge. 

6.  The  preparation  of  lesson  matter. 

7.  The  preparation  to  teach  the  lesson. 

8.  The  pupil's  home  preparation. 
0.  The  teaching  process: 

Approach, 

Attention, 

Analysis, 

Questioning, 

Illustration, 

10.  The  adaptation  to  classes  : 

Primary, 

Intermediate, 

Senior, 


Analogies, 
Reviewing, 
Memory  training. 
Self-activity, 
Self-application. 


Adult, 

Careless  pupils, 
Insubordinate,  etc. 


11.  Normal  Praxes: 

Acquisition  of  facts :  specific  lessons  studied — Biblical 
and  normal — analysis,  analogies,  root-thoughts,  central 
thought ;  relation  of  Golden  Text. 

Study  of  theories :  educational  and  Sunday-school. 

Practice  in  teaching :  approach,  word-picturing,  illustra- 
tion, questioning. 

Memorizing  Scripture. 


THE    NORMAL    CLASS.  Ill 

The  above  series  of  topics  have  been,  from  time  to 
time,  arranged  in  a  variety  of  forms  by  union  and  de- 
nominational Sunday-school  departments.  One  of  the 
most  widely  used  is  that  of  the  Chautauqua  Assembly 
ISTormal  Department,  adjusted  in  1876  by  a  committee 
of  eleven  gentlemen,  representing  nine  different  denomi- 
nations. At  the  Centenary  meetings  of  Sunday-school 
workers  in  London,  in  1880,  an  International  formal 
Committee  was  appointed,^  which  has  provided  a 
general  course  of  Sunday-school  Xormal  Study. f 

Many  questions  concerning  normal  work  have  come 
to  my  table,  through  years  of  editorial  service,  from 
people  who  were  eager  to  experiment,  and  from  some 
who  have  experimented,  in  this  normal  work : 

1.  ^^Is  the  normal  class  a  substitute  for,  or  an  addi- 
tion to,  the  ordinary  Bible  class  ?"  Answer.  The  ^'Biblo 
class"  is  for  the  study  of  specific  lessons.  The  "normal 
class"  is  for  the  training  of  teachers.  The  former 
devotes  itself  especially  to  the  contents  of  the  lesson, 
w^hile  the  other,  although  it  may  study  the  contents  of 
the  lesson,  does  it  with  a  view  to  the  improvement  of  the 
members  of  the  class  as  teachers  in  the  future. 

2.  "Is  it  intended  for  training  young  people  for  pros- 


*  Names  of  the  International  Normal  Committee : 

For  England:  Fountain  J.  Hartley,  Wm.  H.  Groser,  Rev.  C.  H. 

Kelly,  Prof.  J.  G.  Fitch,  Alfred  Sindall. 
For  the  United  States:  Rev.  Richard  Newton,  D.D.,^  Miss  Jennie 

B.  Merrill,  M.  C.  Hazard,  B.  F.  Jacobs,  Rev.  Edwin  W.  Rice, 

Rev.  J.  H.  Vincent. 
For  Canada:  Hon.  Vice-Chancellor  Blake,  James  Hughes. 

t  See  Appendix  D. 

^  Dr.  Newton  having  resigned,  the  Rev.  A.  E.  Dunning,  of  Boston, 
was  elected  in  188G  to  take  his  place. 


112         THE  MODERN  SUNDAY  SCHOOL. 

pective  teachers,  or  the  improvement  of  actual  teach- 
ers ?"  Answer.  Eor  both :  that  the  teachers  who  are 
now  in  the  work  may  avail  themselves  of  present  oppor- 
tunities, which  in  other  years  they  could  not  enjoy,  and, 
at  the  same  time,  that  the  young  people,  who  are  to  be 
the  teachers  from  three  to  ten  years  hence,  may  be  better 
prepared  for  the  work  when  it  is  required  of  them. 

3.  ^'Is  there  not  difficulty  in  the  ordinary  Sunday 
school  in  obtaining  competent  instructors  for  the  normal 
class  ?"  Aiiswer.  This  is,  perhaps,  the  most  serious 
difficulty  in  connection  with  the  organization  and  con- 
duct of  normal  classes;  but  if  the  sessions  be  held  at 
some  other  hour  than  that  occupied  by  the  school,  a 
selection  from  the  pastor,  superintendent,  and  teachers 
of  the  regular  school  may  be  made,  and  if  any  given 
school  does  not  have  the  requisite  talent  within  itself, 
there  are  men  and  women  in  every  community  who 
would  be  glad  to  render  the  service  if  called  upon. 
Denominational  relations  should  have  no  consideration 
in  this  matter.  Secular  teachers,  who  have  been  thor- 
oughly prepared  for  the  w^ork  of  secular  instruction,  and 
who  are  interested  in  the  work  of  the  church,  might 
be  induced  to  give  their  experience  and  training  for  the 
benefit  of  such  classes.  It  is  our  firm  conviction  that 
where  a  normal  class  is  really  needed  God  will  provide 
some  teacher  to  conduct  it. 

4.  "How  large  proportion  of  the  time  should  be 
given  in  the  normal  class  to  the  systematic  study  of 
the  Bible,  and  liow  much  to  methods  of  teaching?" 
Answer.  The  great  object  of  the  normal  class  is  to  dis- 
cuss and  illustrate  principles  and  methods  of  teaching ; 
but  this  may  be  most  effectively  done,  in  most  cases,  by 


THE    NORMAL    CLASS.  113 

the  illustration  of  the  same  in  the  actual  process  of 
teaching.  Therefore  a  course  of  study  covering  the 
general  themes  of  the  Bible  could  be  laid  down,  and 
especial  attention  should  be  given  in  the  study  of  these 
themes  to  the  true  method  of  teaching  them. 

5.  ''May  it  not  be  well  to  have  two  instructors  for 
these  two  lines  of  study — Bible  Truth  and  Teaching 
Methods?"  Answer.  Where  two  can  be  employed  it 
would  certainly  be  advisable;  but  there  should  be  no 
clashing  of  authority.  Each  should  have  his  place  and 
work  assigned. 

6.  "Would  not  the  pastor  of  the  church  have,  in  the 
first  part,  a  rare  chance  of  interesting  his  people  in  sys- 
tematic Bible  knowledge?"  Answer.  Most  certainly. 
And  if  he  be  a  true  teacher  the  conduct  of  the  second 
part  of  the  exercise  would  increase  his  power.  Many 
young  ministers  who  possess  teaching  tact,  but  need  to 
develop  it,  would  gain  more  themselves  by  the  organiza- 
tion of  a  normal  class  than  even  the  pupils  whom  they 
sought  to  instruct. 

7.  ''How  many  pastors  of  the  church  are  willing  thus 
to  attend  to  actually  teaching  a  general  summary  of  the 
Bible?"  Answer.  If  there  were  more  interest  shown 
by  the  people  in  the  attempts  which  many  pastors  make 
to  render  service  of  this  kind,  it  is  probable  that  there 
would  be  greater  interest  felt  by  them  in  the  special 
normal  class  work. 

8.  "In  the  study  of  methods  of  teaching,  should  not 
the  instructors  be  usually  practical  teachers  from  the 
secular  schools,  and  the  most  successful  teachers  of  the 
Sunday  school?"  Aiiswer.  Principles  and  methods  of 
teaching  are  very  much  the  same  in  the  secular  and  the 

8 


114         THE  MODERN  SUNDAY  SCHOOL. 

sacred  departments  of  culture,  and  where  a  secular 
teacher  has  the  right  aim  and  spirit,  he  certainly  would 
greatly  excel  the  average  Sunday-school  teacher.  Let 
us  always  get  the  best  workers  we  can  for  every 
service. 

9.  ^'If  such  secular  and  Sunday-school  teachers  are 
unwilling  to  take  complete  charge  of  the  normal  school 
methods,  might  not  several,  of  different  kinds  and  grades 
of  classes,  divide  the  work  between  them  ?"  Answer. 
The  question  is  itself  an  admirable  suggestion. 

10.  ^Ts  there  any  danger  of  making  machine 
teachers  ?"  Answer.  No  more  than  of  making  machine 
lawyers  by  schools  of  law,  or  machine  physicians  by 
schools  of  medicine,  or  machine  preachers  by  theological 
seminaries.  If  a  man  be  a  machine,  institutions  will 
not  improve  him  very  much ;  and  if  he  be  a  born  teacher, 
culture  will  not  interfere  with  his  tact  and  fervor.  It 
will,  on  the  other  hand,  increase  his  power. 

11.  "Is  there  any  danger  of  losing  the  spiritual 
element  from  teaching  by  normal  class  instruction  ?" 
Answer.  The  best-educated  teachers  are  just  as  likely 
to  be  spiritually  minded  as  the  ignorant.  We  are  to 
grow  in  grace  and  in  the  knowledge  of  our  Lord  Jesus 
Christ.  '  Spiritual  life  is  promoted  and  established  by 
the  diligent  and  devout  study  of  truth. 

12.  "How  long,  how  often,  and  at  what  time  should 
the  normal  class  hold  its  sessions  ?"  Ajisioer.  A  normal 
class  made  up  of  pupils  in  connection  with  the  regular 
school  should  hold  its  session  every  Sunday.  Special 
normal  classes,  holding  a  series  of  meetings — ten  or  fif- 
teen— should  meet  at  such  times  as  will  suit  the  largest 
number.     These  times  should  be  advertised,  and  dis- 


THE    NORMAL    CLASS.  115 

tinctly  understood.     Then  everybody  should  try  to  be 
present. 

13.  ^'How  much  study  is  expected,  and  how  much  can 
be  obtained,  from  the  members  between  the  sessions  V 
Answer.  The  more  the  better.  The  better  the  teaching 
at  the  sessions,  the  more  the  members  will  be  inclined  to 
prepare  for  the  exercises  of  the  class.  Good  teachers 
will  require,  and  by  some  process  secure,  previous  prep- 
aration. 

14.  ^^Should  not  the  sessions  of  the  normal  class  be 
conversational  ?"  Answer.  The  conversational  method, 
conducted  by  wise  leaders,  is  the  very  highest  style  of 
teaching,  which  is,  after  all,  but  quickening  individual 
minds  to  self-activity  in  a  particular  line. 

15.  "How,  then,  are  discussions  to  be  held  to  the 
important  points,  and  how  much  authority  should  be 
given  in  advance  to  the  leader  ?"  Answer.  The  leader 
should  have  authority  and  wisdom  enough  to  control  the 
conversation  in  the  interest  of  the  theme  under  dis- 
cussion. 

16.  "Is  it  not  true  that  few  teachers  are  provided 
even  with  a  good  Bible  dictionary  and  maps  ?"  Answer. 
Helps  are  now  so  cheap  and  available  that  an  intelligent, 
enterprising  teacher  will  find  the  helps.  It  would  be  a 
good  plan  to  provide  a  teachers'  librarj^  and  keep  it  in 
some  shop  or  store  in  the  town  or  village,  to  which  at 
any  hour  of  the  day  teachers  might  have  access. 

17.  "Is  the  uniform  course  of  normal  class  study 
intended  to  be  held  to  rigidly,  or  is  each  class  to  branch 
out  from  this?"  Answer.  The  nearer  a  class  adheres 
to  the  prescribed  course  until  it  is  completed,  the  better 
for  the  class. 


116         THE  MODERN  SUNDAY  SCHOOL. 

18.  ''Is  it  possible  to  have  model  classes  tauglit  in  the 
presence  of  the  normal  class,  or  is  the  spiritual  element 
likely  to  be  left  out  in  the  presence  of  spectators?" 
Answer,  It  is  not  necessary  to  leave  out  the  spiritual 
element  under  these  circumstances.  Teachers  who  are 
profoundly  in  earnest  will  very  soon  forget  everything 
mechanical  in  the  process  of  teaching,  and  both  pupils, 
teacher,  and  normal  class  students  will  become  intensely 
interested  in  the  work  and  its  method,  not  losing  any 
degree  of  spiritual  force  or  of  spiritual  results. 

19.  ''Is  it  not  almost  impossible  to  induce  the  very 
teachers  who  most  need  normal  class  study  to  under- 
take it  ?"  Answer.  This  is  a  radical  difficulty  which  can 
be  met  only  by  personal  effort,  by  rendering  the  exer- 
cises of  the  normal  class  attractive,  by  not  undertaking 
too  many  meetings,  nor  too  much  at  each  meeting,  and 
gradually  the  apathetic  and  incompetent  teachers,  if 
they  have  any  qualification  whatever  for  their  work, 
will  be  won  to  the  class,  or,  seeing  that  the  standard  is 
so  high,  they  will  resign. 

20.  "Is  the  tendency  of  the  normal  class  work  to 
make  self-satisfied  teachers  ?"  Answer.  The  more  cul- 
ture and  grace,  the  more  humility. 

21.  "What  has  been  the  general  effect  of  normal 
classes  on  the  Sunday  schools  in  which  they  have  been 
held  ?"  Ansiver.  From  many  pastors  and  superintend- 
ents I  have  received  the  most  enthusiastic  letters,  in- 
dorsing the  normal  class  movement,  and  declaring  that 
the  power  of  their  schools  has  been  greatly  enhanced 
by  it. 

22.  "How  shall  we  overcome  difficulties  in  arranging 
for  or2:anizin2:  and  conductinc^  normal  classes  ?     In  our 


THE    NOKMAL    CLASS.  117 


small  communities  the  teachers  are  few,  the  enthusiasm 
is  lacking,  and  the  discouragements  are  great/' 

(1.)  There  must  be  at  least  one  iiidividual  in  that 
community  who  has  a  true  idea  of  the  work  of  the 
Sunday  school.  He  or  she  must  see  that  the  school  is  a 
training  institution — a  school,  and  not  a  prayer-meet- 
ing; a  school,  and  not  a  Sunday  concert  or  sociable; 
a  school,  and  not  a  library  association.  He  must  recog- 
nize the  imjDortance  of  thorough  preparation  on  the 
part  of  teachers. 

(2.)  This  one  must  find  another,  and  still  another,  of 
like  convictions  with  himself.  He  must  find  them,  or  he 
must  raise  them  up  by  conversation,  argument,  or  dis- 
tribution of  tracts  and  articles  on  the  subject.  He  must 
compel  others  to  feel  with  himself  the  necessity  of  a 
higher  standard  of  Sunday-school  work. 

(3.)  This  little  coterie  of  convinced  workers  must 
organize  with  a  view  of  increasing  the  number  of  those 
who  feel  the  necessity  and  who  are  willing  to  adopt  some 
measures  for  improvement.  This  may  be  done  by  talk- 
ing to  the  superintendent  or  pastor,  or  both ;  by  holding 
at  some  private  house  a  meeting  for  a  cup  of  tea  and  an 
hour  of  talk. 

(4.)  The  new  movement  must  not  involve  too  much 
iDorh  or  too  much  time.  Instead  of  inaugurating  a 
meeting  which  shall  be  continued  for  all  time,  let 
those  who  are  interested  agree  to  organize  for  ten  or 
twelve  special  meetings.  A  limited  number  of  meet- 
ings will  be  attended  by  persons  who  could  not  pledge 
themselves  to  be  regular  attendants  for  a  long  series 
of  services. 

(5.)  Public  notices  should  be  given  of  this  meeting 


118         THE  MODEKN  SUNDAY  SCHOOL. 

from  the  pulpit,  from  the  STiperintendent's  desk,  and  in 
the  prayer-meeting,  that  the  whole  church  may  under- 
stand what  is  contemplated. 

(6.)  In  addition  to  the  public  notices  there  should  be 
a  call  sent  to  each  of  the  Sunda [/-school  teachers,  and  to  a 
few  in  the  advanced  classes  who  may  be  thought  willing 
to  devote  themselves  to  such  work.  This  personal  call 
should  be  made  in  w^riting  or  by  a  printed  circular,  and 
either  sent  through  the  post-office  or  handed  by  one  of 
the  interested  individuals,  who  can  add  oral  appeal  to 
the  printed  announcement. 

(7.)  The  2^lcin  of  wor^h  for  the  ten  meetings  should  be 
outlined;  the  subjects  to  be  studied,  the  conversations 
to  be  conducted,  etc.  This  outline  will  commend  itself 
to  those  who  are  anxious  to  learn. 

(8.)  The  place  of  meeting  should  be  well  understood, 
so  that  there  may  be  no  uncertainty  in  the  mind  of  any 
one  as  to  where  he  shall  go.  It  should  be  the  aim  of  the 
managers  to  have  the  place  comfortable,  well  warmed, 
well  lighted,  and  all  this  in  ample  time. 

(9.)  The  exercises  should  be  opened  punctually,  made 
as  interesting  and  instructive  as  possible,  and  brought 
to  a  close  before  the  persons  present  are  wearied. 

(10.)  The  test  man  or  ivoman  in  the  community 
should  be  selected  to  conduct  these  exercises.  Ample 
preparation  should  be  made ;  members  of  the  class  should 
be  encouraged  to  use  blank  paper  and  lead  pencils  freely, 
to  ask  questions,  and  to  offer  suggestions. 

(11.)  It  should  be  the  aim  of  every  meeting  to  com- 
municate Bible  knowledge,  to  illustrate  some  important 
lesson  from  the  Bible,  to  illustrate  from  the  members  of 
the  class  some  conscious  need  in  connection  with  their 


THE    NORMAL    CLASS.  119 

work  as  teachers,  and  to  meet  this  need,  or  put  them  in 
the  way  of  meeting  it  for  themselves. 

(12.)  There  should  be  no  discouragement  felt  if  but 
a  few  are  present,  and  not  a  single  allusion  should  be 
made  to  the  fact  by  those  who  conduct  it,  that  there  is 
^^but  a  small  turn-out."  Nothing  so  weakens  a  meeting 
as  to  begin  lamenting  over  the  absent  ones.  Numbers 
do  not  make  a  success  in  normal  class  work.  Two  per- 
sons may  constitute  and  conduct  a  good  normal  class 
— three  will  do  it  better. 

(13.)  The  difficulty  of  coming  together  in  rural 
neighborhoods  for  the  normal  class  is  no  greater  than 
that  of  getting  together  for  sewing  societies,  spelling 
matches,  evening  parties,  or  revival  meetings.  I  have 
never  known  the  Aveather  to  interfere  with  a  revival 
meeting  after  it  had  once  gotten  a  start.  When  people 
are  interested  they  do  not  allow  weather  to  keep  them 
away  from  a  desirable  engagement.  "Where  there  is  a 
will  there  is  a  way." 

This  work  of  normal  training  is  pre-eminently  the 
work  of  the  pastor.  The  officers  and  teachers  of  the 
school  are  his  representatives.  Their  ideals  and  aims 
are  not  likely  to  be  loftier  or  nobler  than  his  own.  The 
normal  class  is  his  opportunity  for  gaining  a  personal 
hold  upon  them,  for  inspiring  and  strengthening  them, 
and  for  securing  their  intelligent,  earnest,  and  unre- 
mitting co-operation  in  the  building  up  of  the  whole 
church.  The  skill  he  thus  acquires  in  the  art  of  putting 
truth  will  yield  its  best  fruit  in  his  own  pulpit,  prayer- 
meeting,  and  platform  work.  The  better  teacher  he  is, 
the  better  preacher  he  will  become. 


120         THE  MODERN  SUNDAY  SCHOOL. 


CHAPTEK  VIII. 

THE    INSTITUTE. 

The  Sunday-school  institute  is  an  abridged  normal 
class.  It  maj  hold  a  short  session  of  one,  two,  or  more 
days.  Its  lectures,  illustrative  exercises,  conversations, 
discussions,  and  class  drills  will  give  an  impulse  to  all 
forms  of  Sunday-school  w^ork.  The  institute  has  many 
advantages  over  the  ordinary  convention.  In  America 
it  has  increased  the  interest  of  ministers  in  the  training- 
work,  and  has  been  the  means  of  creating  and  develop- 
ing normal  classes.  Teachers  who  may  not  be  willing 
to  commit  themselves  to  a  full  course  of  normal  study 
may  be  easily  persuaded  to  attend  the  six,  eight,  or  ten 
sessions  of  an  institute. 

The  success  of  such  local  meetings  will  depend  upon 
the  variety  of  exercises  announced  upon  the  programme, 
the  efficiency  with  which  they  are  carried  out,  and 
especially  upon  the  tact  and  force  of  the  conductor. 

I  shall  present  in  the  following  pages  some  of  the 
institute  exercises,  which  in  the  United  States,  several 
years  ago,  proved  of  great  service.  It  is  not  to  be 
expected  that  their  practical  value  will  be  estimated 
alike  by  all  who  read  these  suggestions.  In  the  hands  of 
one  worker  a  plan  may  be  exceedingly  useful,  which 
other  men  would  never  adopt.  I  therefore  place  before 
my  readers  a  large  variety  of  methods.  Should  these 
suggest  other  and  original  plans  not  here  indicated,  and 


THE    INSTITUTE.  121 

more  effective  than  any  of  these,  the  object  of  the  author 
will  have  been  attained. 

1.  Opening  Services. — The  religious  devotions  of 
the  institute  should  receive  careful  attention,  especially 
the  initiatory  devotions,  when  the  key-note  is  to  be 
struck — the  plane  of  thought  and  sentiment  for  the 
session  to  be  determined.  Xo  careless  appointment 
should  here  be  made.  The  dull  routine  of  a  "prayer- 
meeting  hour"  is  to  be  avoided.  A  topic  being  an- 
nounced beforehand  on  the  programme,  all  the  Scripture 
readings,  remarks,  songs,  and  prayers  of  the  service 
should  have  reference  to  it.  The  following  topics  have 
been  thus  used  with  admirable  results ;  "The  Spirit  of 
God  now  present ;"  "Our  Homes ;"  "The  Preachers  of 
the  Word;"  "The  Unconverted  Scholars;"  "Senior 
Scholars,"  etc.,  etc.  The  reading  of  several  Scripture 
selections,  alternating  with  prayer  and  singing,  will 
tend  to  instruct  as  well  as  to  guide  the  teachers  in  their 
devotions. 

2.  The  Entire  Work. — It  w^ill  be  desirable  at  times, 
where  the  institute  is  a  short  one,  to  present  in  very  con- 
densed form  the  whole  range  of  practical  Sunday-school 
work  in  a  single  session.  I  knew  this  to  be  done  at  an 
institute  in  Ohio,  many  years  ago,  when  addresses,  each 
occupying  seven  minutes,  on  the  following  topics,  were 
delivered.  Of  course  everything  was  very  much  con- 
densed. Each  speaker  occupied  all  his  time,  but  his 
limitation  compelled  careful  elimination  and  abridg- 
ment. He  said  only  his  best  things,  and  said  them  in 
the  shortest  and  plainest  way  possible. 

The  Entire  Work.      [Seven-minute  Addresses.] 
(1.)   Words  from  Parents  to  the  Sunday  School. 


122         THE  MODERN  SUNDAY  SCHOOL. 

(2.)   Words  from  the  Sunday  School  to  Parents. 

(3.)   Words  from  the  Pulpit  to  the  Sunday  School. 

(4.)   Words  from  the  Sunday  School  to  the  Pulpit. 

(5.)    The  Order  of  Exercises  in  Sunday  School. 

(6.)   Bible  Study  in  Sunday  School. 

(7.)   The  Infant  Scholars  in  Simday  School. 

(8.)    Senior  Scholars  in  Sunday  School. 

(9.)   The  Teachers' Meeting. 

(10.)   The  Sunday  School  Power  during  the  Week. 

3.  Institute  Conversations. — Long  speeches  are 
the  bane  of  conventions.  In  Sunday-school  institutes 
they  should  always  be  discouraged.  If  instead  of  speech- 
making  we  could  occasionally  have  conversations,  our 
work  would  be  much  more  profitable.  Once  remove 
embarrassment  and  secure  a  lively  interest  in  the  sub- 
ject, and  there  will  be  no  difficulty  in  keeping  up  such 
conversation.  Let  the  following  serve  as  good  examples 
of  what  we  mean : 

No.  1.  Teachers'  Meeting. — Mr.  A.  A  ^'live" 
Sunday  school  must  have  a  teachers'  meeting. 

Mr.  B.  But  it  is  so  difficult  to  get  all  the  teachers  to 
attend. 

Mr.  C.  If  only  two  come  they  may  spend  an  hour 
profitably. 

Mr.  A.  But  we  must  be  careful  not  to  find  fault  and 
complain  because  so  few  are  there. 

Mr.  C.  Should  teachers  be  selected  with  reference  to 
their  residence  near  the  place  of  meeting  ? 

Mr.  A.  Certainly  not.  The  main  question  is  one  of 
qualification. 

Mr.  D.  Indifi^erent  and  incompetent  teachers  resid- 
ing near  the  place  of  meeting  will  be  less  likely  to 


THE    IITSTITUTE.  123 

attend  than  the  earnest  teacher  who  lives  farther 
away. 

Mr.  E.  Teachers  at  a  distance  who,  on  account  of  bad 
weather,  rough  roads,  family  cares,  ill  health,  etc.,  are 
nnable  to  attend  the  teachers'  meeting  regularly,  may 
promise  to  spend  at  home  in  prayerful  and  careful  study 
of  the  lesson  the  hour  devoted  to  the  meeting.  This 
would  interest  them  in  the  meeting,  and  guarantee  their 
attendance  at  the  earliest  opportunity. 

Mr,  B.  What  exercises  are  appropriate  to  a  teachers' 
meeting  ? 

Mr.  F.  The  recitation  by  every  teacher  from  memory 
of  the  next  Sabbath's  lesson. 

Mr.  E.  The  hour  should  be  spent,  not  on  the  subject- 
matter  of  the  lesson,  but  on  methods. 

Mr.  A.  I  understand  that  the  teachers'  meeting  is 
not  a  Bible  class. 

Mr.  G.  It  is  rather  to  test  the  teacher's  familiarity 
with  the  lesson,  and,  by  illustrating  methods  of  teaching, 
to  aid  him  in  his  work. 

Mr.  B.  Why  not  bring  a  class  of  juvenile  pupils  and 
have  them  taught  by  a  teacher  ? 

Mr.  G.  Then  let  the  rest  criticise  the  plan  of  the 
teacher. 

Mr.  A.  Should  this  criticism  take  place  before  or 
after  the  class  is  dismissed  ? 

Mr.  G.  Certainlv  after.  Children  should  not  hear 
criticisms  before  their  teacher.  Thev  would  be  incited 
by  such  example  to  look  with  a  critical  eye  on  the 
efforts  of  those  who  instruct  them. 

E^o.  2.  How  TO  GET  Attention. — Mr.  A.  We  can 
do  nothing  with  a  class  unless  we  have  the  attention. 


124         THE  MODERN  SUNDAY  SCHOOL. 

Mr.  B.  The  attention,  too,  of  every  pupil. 

Mr,  A.    All  the  time.     How  shall  we  secure  this  ?'' 

Miss  C.  By  being  aivake  ourselves. 

Miss  E.  By  being  ourselves  absorbingly  interested  in 
the  scholars  and  in  the  lesson. 

Mr.  D.  By  having  something  new  to  tell. 

Mr.  F.  In  an  emergency  I  would  rise  and  stand  while 
teaching. 

Mr.  A.  I  should  like  a  blackboard,  or  at  least  a  slate, 
on  which  to  record  some  outline  or  initial  letters  to 
excite  curiosity. 

3Iiss  G.  The  class  should  see  that  the  teacher  fully 
understands  his  lesson,  and  is  independent  of  book  and 
lesson-paper. 

Mr.  H.  His  eyes  should  be  free. 

Mr.  I.  He  should  use  his  will  silently,  and  thus 
summon  himself  and  command  his  class. 

Miss  E.  The  true  teacher  will  address  questions  and 
remarks  to  persons  most  remote,  and  to  those  who  are 
most  inattentive. 

Mr.  J.  I  use  pictures  a  great  deal  in  getting  the 
attention  of  little  people. 

Mr.  K.  They  may  be  used  with  older  classes. 

Miss  L.  I  keep  three  or  four  little  stories  on  hand 
to  illustrate  the  lesson,  but  keep  them  in  reserve  for 
use  when  the  interest  flags  a  little.  I  can  sometimes 
go  through  the  lesson  without  using  more  than  one  of 
the  stories. 

Mr.  ^.  If  I  can  succeed  in  getting  my  scholars  to 
question  me  I  find  no  difficulty  in  getting  attention. 

4.  Sunday-School  Miscellany. — An  hour  may  be 
set  apart  for  everybody  to  say  something  on  any  and 


THE    INSTITUTE.  125 

all  subjects,  the  time  of  each  speaker  being  limited  to 
one,  two,  or  three  minutes.  A  single  sentence,  a  word 
of  advice,  a  bit  of  experience,  a  very  short  incident,  an 
objection,  a  difficulty,  a  brief  quotation  from  Scripture 
or  poetry — so  will  the  time  pass  by  pleasantly  and 
profitably  to  all.  Written  suggestions  may  also  be  for- 
w^arded  to  the  conductor's  desk  to  be  read  during  this 
exercise. 

5.  The  Promise  Meeting. — This  is  a  suggestion  of 
that  successful  evangelist,  D.  L.  Moody,  of  Chicago.  I 
saw  him  conduct  such  a  meeting  at  the  California  State 
Sunday-School  Convention  in  1871.  Any  one  was  per- 
mitted to  rise  and  repeat  or  read  one  of  the  ^^exceeding 
great  and  precious  promises"  of  Scripture.  An  exposi- 
tory or  experimental  sentence  was  allowed,  but  no  long 
speeches.  As  passage  after  passage  of  the  pure  Word 
dropped  from  living  lips  upon  the  ears  of  that  vast 
assembly,  it  seemed  as  though  a  "shower  of  diamonds" 
was  falling  from  the  open  heavens.  Our  institutes 
cannot  have  too  much  of  God's  Word  in  them,  nor  can 
they  err  by  introducing  warm  personal  religious  ex- 
perience to  illustrate  and  enforce  that  Word. 

6.  The  Lecture-Lesson  combines  the  peculiarities 
of  a  regular  lecture  and  a  recitation.  The  lecturer 
follows  his  outline  of  thought,  but  he  is  at  liberty  to  stop 
at  any  time  and  question  his  audience,  subject  them  to 
a  regular  examination  of  the  ground  he  has  covered  in 
his  lecture,  while  they  also  are  at  liberty  to  arrest  him 
by  questions  at  any  step  of  his  discourse.  What  goes 
by  the  name  of  Bible-class  teaching  in  many  adult 
classes  is  little  more  than  a  lecture-lesson,  and  perhaps 
too  often  it  is  lecture  without  lesson — discourse  without 


126  THE    MODEEI^    SUNDAY    SCHOOL. 

drill — preaching  rather  than  teaching.  The  advantages 
of  the  lecture-lesson  in  an  institute  are  apparent  in  the 
carefulness  of  preparation  and  of  statement  which  it 
secures  from  the  teacher,  and  the  attention  which  it  is 
apt  to  beget  in  the  audience. 

7.  Institute  Catechism. — This  is  a  plan  designed 
to  elicit  reports  from  teachers.  The  following  ''Insti- 
tute Catechism"  was  sent  beforehand  to  all  teachers  who 
had  been  invited  to  a  certain  institute  in  Michigan : 

''The  teachers  in  attendance  are  requested  and  ex- 
pected to  answer  the  following  questions,  writing  the 
answer  opposite  the  question.  'No  names  are  to  be 
furnished  or  read.  The  list  will  be  distributed  and 
collected  promiscuously,  and  no  one  will  know  the 
author  of  any  of  the  answers  made. 

"Candid  and  careful  answers  are  desired. 

"(1.)   How  many  scholars  are  there  in  your  class  ? .  .  . 

"(2.)  How  many  of  them  have  you  visited  at  their 
houses  within  a  year  ?  .  . .  . 

"(3.)  How  many  hours  a  week  on  an  average  do  you 
give  to  studying  the  lesson  ?  .  .  .  . 

"(4.)   Have   you    any   Bible    maps?    How 

many  ?  .  .  .  . 

"(5.)   Have  you  a  Bible  dictionary?.  .  ..Whose?.  .  .. 
(6.)   Do  you  use  a  commentary  ?  .  .  .  .  Whose  ?  .  .  .  . 
(7.)   What  other  helps  do  you  have  or  use  in  pre- 
paring your  lessons  ? 

"(8.)  What  books  on  the  subject  of  Sunday-school 
teaching  have  you  read  ? 

"(9.)  Do  you  ever  take  maps  or  pictures  into  your 
class  to  show  to  the  scholars  ?  .  .  .  . 

"(10.)   Do  you  keep  a  blank  book  and  scrap-book 


THE    INSTITUTE.  127 

to  note  down  and  preserve  illustrations  for  future 
use  ?  . .  .  . 

^^(11.)  Have  you  ever  used  a  paper  or  slate  and  pencil 
as  an  aid  to  illustrate  lessons  in  your  class  ?  .  .  .  . 

^^(12.)  How  many  from  your  class  have  united  with 
the  church  during  the  last  year  ?  .  .  .  ." 

8.  Test  Questions  or  Report  Questions. — Instead 
of  spending  whole  hours  in  hearing  dull  ^^reports"  from 
ten,  twenty,  or  fifty  different  schools,  let  a  few  pointed 
questions  be  put  by  the  conductor,  and  answered 
promptly  and  briefly  by  representatives  from  the  several 
schools.  For  example.  How  many  schools  are  here 
represented  ?  Pastors  rise.  If  the  pastor  be  absent  let 
the  superintendent  rise.  If  neither  pastor  nor  super- 
intendent be  here,  will  a  teacher  rise  to  represent  his 
school  ?  You  now  have  a  representation  on  the  floor 
from  every  school.  These  persons  are  requested  to 
answer  the  questions  as  they  may  be  announced  by 
the  conductor.  ^'How  long  is  your  Sunday-school 
session  ?"  Replies  come  in  something  like  the  follow- 
ing from  the  audience :  First  Presbyterian :  "One  hour 
and  thirty  minutes."  Second  Baptist :  "One  hour  and 
ten  minutes."  Third  Methodist :  "Generally  two  hours, 
although  the  time  on  the  programme  is  one  hour  and 
fifty  minutes."  "How  much  time  do  you  spend  in 
actual  Bible  study?"  Answers:  "Forty  minutes;" 
"Twenty-five  minutes;"  "Including  general  review, 
thirty-five;"  "Twenty-seven;"  "Twenty,"  etc.  "Do 
you  have  regular  teachers'  meetings  for  the  study 
of  the  lessons?"  "Do  you  hold  Sunday-school 
concerts  ?" 

9.  The  Question  Drawer  needs  no  more  than  a 


128         THE  MODERN  SUNDAY  SCHOOL. 

mention.  The  whole  audience  is  permitted  to  ask,  in 
writing,  any  question  on  any  phase  of  Sunday-school 
work.  The  person  whose  answer  is  desired  may  be 
indicated  on  the  slip  containing  the  question,  otherwise 
the  conductor  may  reply  himself  or  permit  any  one 
present  to  do  so. 

10.  Serial  Questions. — On  the  published  pro- 
gramme  there  may  appear  several  questions,  which, 
being  circulated  before  the  institute  commences,  will 
excite  some  thought.  To  these  questions  the  pro- 
gramme may  request  "written  replies  to  be  presented  at 
the  first  session.''     The  following  are  specimens : 

(1.)  What  are  the  duties  of  the  family  to  the  Sunday 
school  ? 

(2.)  What  are  the  duties  of  the  pastor  to  the  Sunday 
school  ? 

(3.)  What  are  the  duties  of  Sunday-school  officers 
and  teachers  to  the  church  ? 

(4.)  What  are  the  duties  of  the  Sunday-school 
teacher  to  the  family  ? 

(5.)  How  may  teachers'  meetings  be  made  most 
useful  ? 

(6.)  What  are  the  principal  defects  in  our  Sunday- 
school  system  ? 

(7.)  How  shall  we  retain  youth  and  adults  as 
members  of  the  Sunday  school  ? 

Answers  having  been  reported,  the  institute  may 
appoint  "Councils"  of  two  or  three  persons  each  to 
examine,  arrange,  and  present  in  due  form  the  answers 
given  to  each  question.  For  example,  at  the  meeting 
where  the  seven  questions  above  were  asked,  we  find 
the  following  item  in  the  programme : 


THE    INSTITUTE.  120 

Appointment  of  ^'Councils"  on  the  answers  pre- 
sented : 

(1.)   On  Home  Help  in  Sunday  School. 

(2.)   The  Pastor  and  the  Sunday  School. 

(3.)   The  Sunday  School  and  the  Church. 

(4.)  The  Sunday-School  Teacher's  Duties  to  the 
Family. 

(5.)   On  Teachers'  Meetings. 

(6.)   On  Sunday-School  Defects. 

(7.)  On  retaining  Youth  and  Adults  in  Sunday 
School. 

11.  Institute  Lecture. — The  right  man  having 
been  engaged  for  the  purpose,  give  him  the  best  hour 
of  the  day  or  evening  for  a  lecture  on  some  important 
and  practical  subject.  Let  his  lecture  be  followed  by 
either  the  Question  Drawer,  or  Institute  Conversation, 
or  both. 

12.  Specimen  Teaching. — One  can  do  any  piece  of 
work  the  better  for  having  first  seen  the  same  thing 
done  by  another.  Young  teachers  of  the  Bible  should 
enjoy  frequent  opportunities  of  this  kind  in  their  special 
work.  We  place  such  observation  of  actual  teaching 
only  second  in  practical  value  to  the  young  teacher's 
practice  under  the  eye  and  subject  to  the  keen  criticism 
of  the  accomplished  instructor.  The  very  best  use  of 
"specimen  teaching"  is  that  proposed  some  years  ago 
by  an  efficient  Sunday-school  superintendent,  who,  feel- 
ing the  need  of  raising  up  a  better  class  of  young 
teachers,  thus  proposed  to  utilize  the  weekly  services  of 
his  very  best  teachers : 

"I  propose  to  appoint  in  my  school  a  corps  of  assistant 
teachers.      These  assistant  teachers  are  to  be  selected 
9 


130         THE  MODERN  SUNDAY  SCHOOL. 

from  our  oldest  scholars,  and  are  each  to  sit  and  recite 
with  some  one  of  the  classes  for  two  or  three  Sundays, 
and  then  with  another  class,  and  so  on,  until  each  assist- 
ant shall  have  had  an  opportunity  of  noting  the  methods 
of  management  and  instruction  adopted  by  a  majority 
of  the  regular  teachers.  They  are  always  to  recite  and 
take  part  in  the  lesson  in  the  class  with  which  they  sit, 
so  as  not  to  embarrass  the  teacher.  They  are  to  take 
private  notes,  and  compare  for  themselves  the  different 
methods  of  instruction,  culling  out  the  best  features  in 
each.  With  the  practical  information  thus  obtained, 
revised  and  strengthened  by  a  further  comparison  with 
the  systems  reported  in  the  published  works  upon  the 
subject,  these  assistants  will  be  prepared  to  enter  upon 
their  work  with  great  advantages,  and  we  shall  never 
be  at  a  loss  to  supply  a  class  with  an  efficient  instructor, 
nor  to  provide  a  substitute  for  an  absent  teacher. 

"These  assistants  are  to  pledge  themselves  never, 
either  publicly  or  privately,  to  make  comparisons  be- 
tween the  methods  of  the  teachers  whom  they  watch, 
but  are  to  keep  wholly  and  sacredly  to  themselves  the 
result  of  their  observations.  They  may,  at  the  end  of 
their  probation,  give  a  synoptical  memorandum  of  the 
different  modes  noticed,  and  of  the  excellences  and 
deficiencies  observed,  provided  it  is  done  in  such  a  man- 
ner as  not  to  connect  the  one  or  the  other  with  any  indi- 
vidual. These  precautions  seem  necessary,  in  order  to 
prevent  the  possibility  of  ill-feeling  or  embarrassment 
among  the  regular  teachers  from  a  criticism  of  their 
efforts." 

13.  Specimen  Bible  Class.— The  local  and  perma- 
nent Sunday-school  institute  should  provide  specimen 


THE   INSTITUTE.  131 

lessons.  Resolve  the  whole  institute  into  a  class,  and 
appoint  some  one  to  conduct  a  lesson.  Assign  thirty 
or  forty  minutes  to  the  service,  after  which  permit  and 
encourage  exhaustive  oral  or  written  criticism. 

14.  Comparison  of  Methods. — Occasionally  resolve 
the  institute  into  three,  five,  or  more  classes,  each  under 
a  teacher  selected  beforehand,  so  as  to  permit  a  careful 
preparation.* 

15.  The  Model  Class. — If  the  audience  be  not  too 
large  it  may  be  well  to  place  a  youths',  or  intermediate, 
or  infant  class  on  the  platform,  to  be  taught  by  some 
competent  person.  If  criticism  follow  it  would  be  well 
to  dismiss  the  class,  that  the  good  impressions  of  the 
lesson  be  not  dissipated  by  the  objections  to  the  teacher's 
method  which  a  frank  criticism  might  call  forth. 
Classes  of  different  grades  may  be  taught  the  same 
lesson  by  different  persons  during  a  single  session. 

16.  Illustrative  Specimens. — Better  than  the 
formal  specimen  recitation  is  the  introduction  into  a 
regular  address  of  class  exercises  designed  to  illustrate 
the  speaker's  theory.  For  example,  a  teacher  lectures 
on  infant  Sunday-school  work.  He  develops  a  prin- 
ciple, and,  turning  to  the  class  placed  by  his  side  on  the 
platform,  illustrates  it  in  a  brief  exercise.  Suppose  he 
recommends  elliptical  teaching.  He  turns  at  once  to 
his  little  pupils,  and,  telling  them  a  story,  secures  their 
assistance  in  re-telling  it  according  to  the  elliptical  plan. 
So  he  illustrates  questioning,  concert  replies,  physical 
movements,  blackboard  drills,  etc. 

17.  Specimen  Teachers''  Meetings  may  be  held 
before  a  small  teachers'  institute. 


*  See  page  101. 


132         THE  MODERX  SUNDAY  SCHOOL. 

18.  A  Specimen  Formal  Class  session  on  such  an 
occasion  will  illustrate  a  most  important  part  of  our 
modern  Sunday-school  work. 

19.  A  Specimen  Sunday-School  Session  may  be 
conducted  by  the  institute,  the  teachers  constituting 
the  classes;  or  children  may  be  invited,  instructed 
beforehand  in  the  order  to  be  observed,  and  then 
taught  by  regular  teachers.  The  superintendent, 
publicly  examining  the  school,  may  dismiss  it  in  due 
form. 

Let  me  here  say  to  conductors  and  teachers  in  all 
"specimen  exercises"  before  an  institute,  avoid  making 
a  mere  show  of  the  children  or  of  your  method.  Espe- 
cially avoid  all  pretending  "that  this  is  Sunday,"  that 
"these  men  and  women  are  little  children."  Don't 
teach  an  imaginary  class,  and  go  through  the  farce  of 
personal  applications  and  appeals  to  "play"  children. 
We  have  seen  some  of  the  shallowest  and  most  puerile 
performances  in  the  name  of  "specimen  exercises"  be- 
fore institutes.  Do  not  let  us,  however,  mistake  the 
abuse  for  the  thing  itself,  and  ignore  a  service  wdiich, 
properly  managed,  must  do  incalculable  good  to  young 
superintendents  and  teachers.  Determine  just  what  the 
specimen  is  to  be — a  lecture,  a  lecture-lesson,  a  theo- 
logical discussion,  a  simultaneous  class  drill,  a  prepara- 
tion class,  a  teachers'  class,  or  a  regular  juvenile  recita- 
tion. Then  in  all  earnestness  and  self-forgetfulness 
carry  out  your  plan.  I  am  convinced  that,  as  a  general 
thing,  specimen  illustrations  of  the  character  recom- 
mended will  not  succeed  before  large  and  popular  audi- 
ences. Let  our  evenings  at  great  institutes  be  spent 
in  addresses  of  a  general  character,  and  let  us  give 


THE    INSTITUTE.  133 

specimens  before  those,  and  those  only,  who  are  directly 
interested. 

20.  Map  Drawing. — All  maps  being  removed  from 
the  walls,  the  conductor  requests  the  institute  to  prepare 
rough  drafts  of  one  or  more  maps,  containing  the  follow- 
ing places,  the  names  of  which  he  writes  on  the  black- 
board : 

First  Map. — Mesopotamia,  Nineveh,  Babylon,  Eu- 
phrates, Tigris,  Persian  Gulf. 

Second  Map. — Gulf  of  Suez,  Akabah,  Mount  Sinai, 
Suez,  Mount  Hor,  Kadesh-Barnea,  Cairo. 

Third  Map. — Dead  Sea,  Jerusalem,  Bethlehem, 
Nazareth,  Sea  of  Galilee,  Jordan. 

Fourth  Map. — Ephesus,  Smyrna,  Troas,  Samothra- 
cia,  Philippi,  Thessalonica,  Berea,  Athens,  Corinth. 
There  is  scarcely  a  limit  to  the  subjects. 

Eive  or  ten  minutes  should  be  given  the  institute  to 
prepare.  The  maps  should  then  be  collected,  and  the 
best  and  poorest  of  them  reproduced  by  the  conductor 
upon  the  blackboard. 

21.  A  Practice-Preparation. — A  lesson  from 
Scripture  having  been  selected  and  printed  in  full  on 
the  programme,  let  the  institute  spend  an  hour  or  more 
in — (1)  Selecting  the  Golderi  Text;  (2)  in  ascertaining 
the  central  thought;  (3)  in  framing  questions;  (4)  in 
the  choice  of  illustrations;  (5)  in  the  topical  analysis; 
(6)  in  pictorial  representation  or  word-picturing  of  the 
incident.  This  may  seem  at  first  thought  a  dry  and  un- 
interesting exercise.  It  may,  indeed,  be  unpopular  with 
a  large  audience  who  assemble  merely  for  an  evening 
entertainment ;  but  a  small  institute  made  up  of  earnest 
teachers  will  find  intense  interest  and  permanent  profit 


134         THE  MODERN  SUNDAY  SCHOOL. 

in  such  practical  training.  This  very  thing  is  what 
teachers  are  required  to  do  every  week  at  home.  The 
suggestions  made  by  the  best  workers  at  an  institute  in 
this  practice-preparation  must  be  invaluable  to  the 
majority  of  teachers  in  attendance. 

22.  Class  Studies  in  Bible  History. — Suppose  an 
hour  to  be  assigned  to  the  following  or  some  other  histor- 
ical exercise  (the  plan  to  be  printed  on  the  programme)  : 

(1.)  Scri'pture  Selections. — Exod.  i.  7-14;  iv.  27-31; 
xii.  40-42;  xiii.  17,  18;  ^umb.  xxxiii.  1-48.  [Instead 
of  the  last-named  chapter  read  Psalm  cvi.] 

(2.)  Questions. —  [Answers  maybe  given  in  writing.] 

1.  Why  did  the  Israelites  forsake  Egypt  ? 

2.  Might  not  the  same  results  have  been  secured  by 

leaving  them  there  ?     If  not,  why  not  ? 

3.  What  was  the  route  taken  by  the  Israelites  from 

Egypt  to  Canaan  ? 

4.  Why  did  they  not  take  a  shorter  route  to  Canaan '? 

5.  Wliat    divine    attributes    are    especially    revealed 

through  this  part  of  the  Jewish  history? 

6.  What  human  imperfections  and  sins  and  virtue 

are  exhibited  in  this  history  ? 
(3.)  Map  Exercise  on  "The  Wanderings  of  Israel.'' 
(4.)  Simultaneous  Review. — In  this  exercise  the 
whole  institute  should  join  with  heartiness.  If  at  first 
the  answers  are  few  and  feeble,  let  the  conductor 
patiently  but  firmly  insist  upon  prompt,  loud,  simul- 
taneous answers.  A  very  little  tact  will  insure  gratify- 
ing success. 

23.  An  Analytical  Exercise  in  the  Books  of 
Scripture. — At  an  institute  held  several  years  ago  one 
hour  was  given  to  the  analysis  of  "the  Gospel  according 


THE    INSTITUTE. 


135 


to  Matthew."  The  leader  gave  a  brief  lecture  upon  the 
author  and  his  book,  calling  upon  the  institute  to  sub- 
stantiate the  several  points  by  Scripture  references, 
admitting  questions  and  the  expression  of  dissenting  or 
varying  opinions  all  the  way  through.  After  this  he 
placed  the  outline  on  the  blackboard,  as  follows : 


I,  Author. 

1  Names. 

2.  Country. 

3.  City. 

4.  Business. 

5.  Character. 


II.  Book. 

1.  Object. 

2.  Contents. 

3.  Size. 

4.  Style. 

5.  Language. 

6.  Sources  of 

Information. 


1.  Genealogy  of  Jesus. 

2.  Infancy  and  youth. 

3.  Episode :  The  Baptist. 

4.  Introduction  to  His  ministry. 

5.  In  Galilee. 

6.  Galilee  to  Jerusalem. 

7.  In  Jerusalem. 


This  analysis,  with  the  facts  it  elicited,  was  copied  by 
each  teacher.  The  lecturer  or  conductor  drilled  the  in- 
stitute upon  it.  All  answered  in  concert.  Then  word 
after  word  was  erased  from  the  board,  and  from  memory 
the  whole  analysis  was  repeated  by  the  class. 

24.  A  Single  Subject  might  occupy  the  attention 
of  a  two  days'  institute,  supplying  all  the  variety  needed 
to  keep  up  the  interest,  and  concentrating  all  the  ener- 
gies of  the  workers  upon  one  subject  so  as  to  secure  thor- 
oughness and  completeness.  Supopse,  for  example, 
that  an  institute  spent  six  sessions  on  The  Wanderings 
of  Israel.  In  this  you  have — (1)  Geographical  Exer- 
cises on  Egypt,  Arabia,  and  Canaan.  (2)  Exercises 
on  Ancient  Manners  and  Customs.  (3)  Object  leg- 
sons,  blackboard  outlines,  etc.  (4)  Specimen  infant, 
juvenile,  and  adult  class  exercises  may  be  found  in 
abundance  in  this  most  interesting  department  of  the 
Bible.  (5)  What  more  suggestive  and  inspiring  topics 
for  the  prayer-meetings  and  opening  exercises  than  are 


136         THE  MODERN  SUNDAY  SCHOOL. 

suggested  by  the  pilgrimage  to  Canaan  ?  (6)  Moses,  as 
a  model  superintendent,  would  furnish  a  most  fruitful 
theme,  opening  up  the  whole  question  of  organization 
and  administration,  and  giving  admirable  illustrations 
of  true  trust  in  God. 

25.  Object  and  Blackboard  Lessons  should  be 
encouraged  in  the  institutes.  We  must  never  reject  a 
good  theory  or  system  because  weak  people  abuse  it. 
Let  the  criticisms  upon  all  such  exhibitions,  however,  in 
an  institute  be  very  candid  and  searching. 

26.  The  Use  of  Text-books  in  a  Sunday-school 
institute  should  be  encouraged.  A  few  pages  from 
Inglis,  Trumbull,  or  other  standard  Sunday-school 
authors,  may  be  read,  and  discussion  follow.  Or  on  a 
given  subject  many  authorities  may  be  taken  up.  At 
an  institute  for  thorough  work  in  two  days  (by  taking 
half  an  hour  at  a  time)  several  small  tracts  on  Sunday- 
school  teaching  may  be  read  and  discussed.  A  normal 
class  in  the  institute  may  be  required  to  recite  lessons 
from  such  text-books. 

27.  Memories  or  Sacred  Places. — The  topic  for  a 
half-hour  may  be  ^^Sacred  Memories  of  Gethsemane,'' 
^'Sacred  Memories  of  Bethlehem,''  "Of  the  Temple,'' 
etc.  Let  each  person  be  expected  to  furnish  some  fact. 
Use  maps.  Eecord  the  facts  stated  on  the  blackboard 
and  in  chronological  order.  Bead  Scripture  references 
in  concert.  A  descriptive  passage  from  a  standard 
author  relating  to  the  place  or  its  associations  may  be 
read  bv  a  member  of  the  institute. 

28.  Temple  Studies,  or  investigations  into  the  archi- 
tecture, furniture,  utensils,  services,  offices,  spiritual 
meanings,  etc.,  of  the  Jewish  tabernacle  and  temple. 


THE    INSTITUTE.  137 

29.  Pictorial  Illustrations  may  be  extensively 
and  profitably  used  in  the  Sunday-school  institute. 
Colored  diagrams  large  enough  to  be  seen  in  all 
parts  of  a  large  lecture-room  or  church  may  be  pur- 
chased or  hired  for  an  evening.  The  magic  lan- 
tern affords  a  large  field  for  such  pictorial  aids  to 
teaching.  These  are  often  employed  by  lecturers  on 
sacred  history  and  archaeology,  and  I  have  seen  them 
used  with  fine  effect  in  Sunday-school  conventions  and 
institutes. 

30.  The  Biblical  Museum. — The  diagrams  already 
described  render  it  practicable  for  the  Sunday-school 
workers  in  any  community  to  open  for  a  few  days  a 
Biblical  museum  which  will  contribute  to  a  better 
understanding  of  the  Holy  Scriptures.  Curiosities 
from  the  Holy  Land  may  be  borrowed  for  the  occasion. 
Addresses  may  be  delivered  by  persons  who  have  visited 
the  far  East.  In  this  way  teachers,  parents,  and  senior 
scholars  will  be  interested  and  instructed.  An  exhibi- 
tion like  this  in  connection  with  an  institute  would  be 
of  much  value. 

The  North-Western  Sunday-School  Teachers'  Insti- 
tute was  organized  in  Chicago  in  the  winter  of  1864  and 
1865.  A  "winter  course"  of  institute  lectures  and  other 
exercises  was  carried  through.  One  evening  was  de- 
voted to  the  study  of  Jerusalem.  A  concert  recitation 
on  the  gates,  wall,  etc.,  of  the  Holy  City  was  conducted 
by  the  writer.  Short  addresses  by  Dr.  Vandoren,  Tut- 
hill  King,  Esq.,  of  Chicago,  and  Rev.  Dr.  Kerr,  of 
Eockford,  all  of  whom  had  visited  Palestine,  were 
delivered.  A  variety  of  maps,  pictures,  panoramic 
views,  etc.,  adorned  the  walls.     Three  or  four  tables 


138         THE  MODERN  SUNDAY  SCHOOL. 

were  filled  with  curiosities  from  the  Holy  Land :  articles 
made  of  olive  wood,  water  from  the  Jordan,  Oriental 
wearing  apparel,  shells  from  the  Sea  of  Galilee,  flowers, 
specimens  of  Syrian  wheat  and  barley,  lamps,  pipes, 
shoes,  Damascus  '^kob-kobs,"  sand  from  Lebanon,  mosaic 
fragments  from  Tabor,  etc.  One  table  contained  a  large 
number  of  Oriental  pictures,  engravings,  photographs, 
and  stereographs.  A  stereoscope  of  large  size  contained 
thirty-six  beautiful  views  of  Eome,  Egypt,  Palestine, 
and  Jerusalem.* 

At  the  Anniversary  of  the  Sunday  School  LFnion  (of 
the  Methodist  Episcopal  Church)  held  in  Columbus, 
Ohio,  October,  1869,  the  E'ormal  Department  of  the 
Union  opened  its  Biblical  Museum  in  the  lecture-room 
of  the  Town  Street  Methodist  Episcopal  Church.  One 
of  the  local  daily  papers  thus  described  it : 

^^In  connection  with  the  Anniversary  Institute  tEere 
is  placed  in  the  large  lecture-room  of  the  Town  Street 
Methodist  Episcopal  Church,  for  the  inspection  of  all 
visitors  attending  the  institute,  the  very  large  and 
valuable  archceological  collection  of  Oriental  antiquities, 
which  comprises  more  than  one  hundred  and  fifty  of  the 
photographs  of  the  Palestine  Exploration  Eund,  two 
hundred  highly  colored  diagrams  illustrative  of  Eastern 
manners  and  customs,  antiquities  of  Egypt,  ^N'ineveh, 
Babylon,  and  Greece,  the  beautiful  photographs  of  the 
Ordnance  Survey  of  Jerusalem,  the  best  and  most  ap- 
proved maps  and  charts  of  the  Eastern  lands.  We  also 
found  models  of  Eastern  objects  of  interest,  a  model  of 
the  Temple  of  Solomon,  a  model  of  the  Jewish  taber- 
nacle upon  the  exact  scale  of  four  cubits  to  an  inch,  a 

*  The  Sunday  School  Quarterly,  July,  1865. 


THE    INSTITUTE.  139 

model  of  an  Eastern  khan,  or  inn ;  also,  one  of  the  city 
of  Jerusalem  and  its  surrounding  country. 

^^Collected  in  one  room  were  complete  Eastern 
costumes;  also  valuable  relics,  as  lamps,  bottles,  shells, 
woods,  water,  and  a  variety  of  things  designed  to  teach 
and  unfold  Scripture  truth  by  way  of  suggestion  and 
of  visible  illustration." 

31.  Essays  by  ladies  or  gentlemen  at  an  institute 
should  be  short  and  practical.  Essays  need  not  always 
be  read  by  the  author  of  them.  Some  person  with  a 
clear,  strong  voice,  who  is  a  good  reader,  may  be 
requested  to  give  them  to  the  audience. 

32.  Mutual  Confessiotsts. — This  describes  a  service 
held  at  a  certain  institute  which  more  than  any  other 
stirred  up  intense  feeling.  The  question  was  asked  at 
the  morning  session,  "What  are  your  personal  habits 
concerning  the  Word  of  God?  Eor  what  objects,  in 
what  way,  and  how  much  do  you  read  it?"  Written 
and  anonymous  answers  were  presented  in  the  after- 
noon from  "Mothers,"  "Sunday-school  Teachers,"  "Pas- 
tors," "Private  Christians,"  and  others.  All  seemed  to 
feel  anew  the  claims  of  God's  Word,  and  to  be  amazed 
at  their  strange  neglect  of  it. 

33.  Subdivision  of  Institutes. — It  is  a  good  thing 
to  devote  an  afternoon  to  separate  meetings  of  the 
several  classes  of  workers.  In  one  place  let  all  Pastors 
convene,  in  another  place  the  Superintendents.  Hold 
one  meeting  for  Librarians  and  Secretaries,  another  for 
Senior  or  Adult  Class  Teachers,  another  for  Juvenile 
Class  Teachers,  and  last,  though  by  no  means  least  in 
importance,  a  meeting  for  Infant  Class  Teachers. 

34.  Social  Moments. — All  who  attend  the  sessions 


140         THE  MODERN  SUNDAY  SCHOOL. 

of  a  hardworking  institute  will  appreciate  the  announce- 
ment from  the  conductor's  desk  once  at  least  during 
every  session,  ^'Ten  minutes  will  now  be  spent  in  social 
conversation." 

35.  Sekvice  of  Consecration. — At  the  final  session 
of  an  institute  it  will  generally  be  appropriate  to  close 
with  a  special  season  of  singing  and  prayer.  We  have 
seen  hundreds  of  teachers  rise  in  token  of  their  entering 
into  covenant  to  labor  more  faithfully  in  the  Sunday 
school  than  ever  before. 

The  normal  courses  now  provided  for  Sunday-school 
Avorkers  supply  the  demand  which  led  the  author,  as 
early  as  1866,  to  recommend  the  following  general 
course  of  study  for  institutes  and  normal  classes.  The 
course  is  republished  here  simply  as  an  item  of  historic 
interest. 

First. — A  series  of  about  fifty  exercises,  to  extend 
through  one  or  two  years,  as  circumstances  may  deter- 
mine, as  follows: 

(1.)  Five  lectures  by  a  professional  and  experienced 
teacher  on  the  principles  and  art  of  teaching. 

(2.)  Ten  lectures  on  the  Bible,  its  history,  writers, 
inspiration,  original  languages,  style,  evidences,  etc., 
with  some  simple  statements  concerning  Biblical  criti- 
cism and  interpretation. 

(3.)  Ten  specimen  lessons  for  infant,  advanced,  and 
adult  classes. 

(4.)  Ten  exegetical  exercises  from  the  Old  and  "New 
Testament  history,  from  the  Psalms,  Prophecies,  and 
Epistles. 

(5.)  Ten  catechetical  lessons  for  concert  recitation 
on  Bible  history,  geography,  chronology,  ancient  man- 


THE    INSTITUTE.  141 

ners  and  customs,  etc.,  covering  in  comprehensive  les- 
sons the  field  of  Biblical  archaeology. 

(6.)  Five  lectures  on  the  organization,  objects,  his- 
tory, management,  cliurch  relations,  and  development 
of  the  Sundav-school  work. 

Secondly. — A  prescribed  course  of  reading,  which 
shall  insure  the  careful  perusal  of  the  best  books  on 
teaching. 

It  was  in  1866  that  the  author  made  the  following 
suggestion,  which  had  so  much  to  do  with  the  develop- 
ment of  the  Chautauqua  Assembly  of  1874: 

Why  might  not  the  State  conventions  appoint  a 
summer  institute  in  the  principal  cities,  to  continue 
three  or  four  weeks,  taking  candidates  through  the 
course  in  that  time  ?  We  are  sure  that  the  Christian 
families  of  these  cities  would  open  their  homes  to  the 
country  teachers  for  that  length  of  time,  as  they  are  now 
so  often  opened  to  the  members  of  general  assemblies, 
conferences,  and  conventions.  And  we  are  confident 
that  no  hospitality  would  pay  as  well  to  the  church. 
With  competent  lecturers  and  instructors,  what  moral 
power  might  these  institutes  soon  wield,  and  right 
liberally  could  the  managers  and  lecturers  be  paid.  We 
need  also  a  wisely  and  thoroughly  prepared  course  of 
study  for  all  teachers — a  course  that  may  be  employed 
in  theological  schools,  colleges,  seminaries,  local  insti- 
tutes, teachers'  meetings,  and  regular  church  normal 
classes. 

Among  the  advantages  to  be  reaped  from  such  an 
arrangement  we  may  mention  the  following:* 


*  These  words  were  written  in  1866,  long  before  the  suggestion  at  the  Lon- 
don Centenary  (1880). 


142         THE  MODERN  SUNDAY  SCHOOL. 

(1.)  Its  universal  use,  actual  or  contemplated,  will 
incite  many  to  use  it.  Men  go  in  crowds.  What 
interest  and  power  attach  to  the  'Sveek  of  prayer" — 
from  the  simple  fact  that  each  offered  prayer  is  a  fila- 
ment in  that  wondrous  belt  of  Christian  devotion  that 
girdles  the  globe  during  the  first  eight  days  of  the  new 
year! 

(2.)  The  plan  w^ill  tend  to  unite  schools,  and 
bring  the  talent  of  each  into  the  service  of  all.  One 
reason  of  our  present  impotency  is  the  want  of 
harmony  and  coaction  among  the  various  denomi- 
nations. 

(3.)  It  will  encourage  the  right  men  to  prepare 
suitable  text-books  and  manuals  for  teachers.  There  has 
hitherto  been  singular  deficiency  in  this  d'epartment  of 
religious  and  educational  literature.  Give  us  the  insti- 
tute as  a  fact,  and  there  are  men  among  us  who  w^ill 
provide  ^^helps"  for  the  teachers. 

(4.)  It  may  be  said  that  we  cannot  find  competent 
lecturers  and  teachers.  The  movement  will  develop  the 
men.  Pastors  will  become  theological  professors,  and 
the  practical  teachers  of  our  public  schools  will  be  de- 
lighted to  use  their  talents  in  aiding  this  Sunday-school 
reform.  At  any  rate,  the  most  careless  use  of  a  pre- 
scribed course  will  be  a  vast  improvement  upon  the 
present  indifference  and  neglect  which  so  weaken  the 
influence  of  our  Sunday  schools. 

For  local  and  general  institutes  some  previous  prep- 
aration is  needed  besides  that  expended  upon  the 
programme. 

It  is  important  to  select  the  proper  persons  to  aid  in 
"carrying  out"  the  programme.    If  a  condensed  address 


THE    INSTITUTE.  143 

of  fifteen  minutes  is  required,  do  not  employ  for  the 
purpose  a  notoriously  tedious  essayist  or  lecturer,  who, 
having  obtained  the  floor,  will  keep  it  for  any  length  of 
time,  in  spite  of  the  conductor's  hints  and  bell-taps.  Do 
not  engage  men  simply  because  of  their  personal  worth, 
tlieir  relation  to  the  church  in  which  you  meet,  or  the 
public  esteem  in  which  they  are  held  as  professional 
men.  We  all  know  more  than  one  excellent  doctor  of 
law,  medicine,  or  divinity,  and  more  than  one  superior 
jurist,  whom  we  should  not  select  to  instruct  a  class  of 
Sabbath-school  teachers  or  to  entertain  an  audience  of 
Sabbath-school  people.  General  Clinton  B.  Fisk,  in 
writing  about  a  certain  convention,  said,  ^^Pray  that  the 
gift  of  ^speakin'  in  meetin' '  may  be  measurably 
abridged  for  the  week."  Let  us  select  men  who  have 
something  to  say,  and  have  also  the  gift  of  stopping  at 
the  right  time. 

Have  all  officers  and  persons  who  are  to  take  a  leading 
part  in  the  exercises  appointed  sufficiently  long  before- 
hand to  warrant  ample  preparation,  and  such  adjust- 
ment of  their  business  as  to  insure  regular  attendance. 
Insist  upon  a  promise  of  such  attendance  so  as  to  guard 
against  the  slightest  probability  of  disappointment. 
There  is  a  successful  layman  in  N^ew  York  who,  when 
an  institute  programme  is  made  out,  forwards  a  copy 
and  addresses  a  note  to  each  party  interested  in  it,  and 
the  day  before  that  for  which  any  special  exercise  is 
announced  he  addresses  a  second  communication  to  the 
party  responsible  for  it,  to  prevent  forgetfulness  and 
insure  attendance. 

Select  a  good  room.  Have  it  ready  in  time.  It  is 
a  serious  hindrance  to  the  success  of  an  institute  to  find 


144         THE  MODERN  SUNDAY  SCHOOL. 

at  the  appointed  hour  a  room  just  opened,  cold,  half- 
swept,  or  full  of  dust. 

Let  amjDle  notice  be  given.  See  that  the  local, 
secular,  and  religious  papers  frequently  refer  to  the 
institute.  Pay  them  for  the  service  if  necessary.  Pre- 
pare pulpit  notices  and  send  them,  not  by  mail,  but  by 
some  committee,  to  the  several  pastors,  whose  cordial 
approval  must  by  all  means  be  secured.  Large  posters 
in  conspicuous  places  are  sometimes  used  for  advertising 
institutes.     Don't  be  afraid  of  a  little  expense. 

Request  those  in  charge  of  the  regular  weekly  prayer- 
meetings  of  the  several  churches  to  make  the  Sunday- 
school  cause  the  topic  of  conversation  and  prayer  at  the 
meeting  immediately  preceding  the  institute.  A  special 
prayer-meeting  for  the  success  of  the  institute  may 
be  held. 

Request  pastors  to  preach  on  the  same  subject  the 
preceding  Sabbath.  A  circular  indicating  three  or  four 
topics  would  not  be  improper. 

Prepare  a  complete  list  of  Sunday-school  officers  and 
teachers  connected  with  the  schools  to  be  represented  in 
the  institute.  Register  these  in  an  Institute  Roll-Book, 
and  send  a  special  ^^card  of  membership"  with  an  earnest 
appeal  in  the  form  of  a  circular  to  every  individual  thus 
enrolled.  Request  from  each  a  reply  pledging  attendance. 
Inclose  a  blank  for  the  purpose.  It  may  be  a  good  plan 
to  send  to  each  superintendent  a  certain  number  of  cards 
for  ^^senior  scholars,''  inviting  such  to  a  place  in  the 
institute.  A  personal  invitation  will  often  bring  out 
persons  who  would  otherwise  be  entirely  indifferent. 

Purnish  your  institute  room  for  the  occasion.  Have 
Bible  pictures  and  maps  on  the  wall.     Secure  the  maps 


THE    INSTITUTE.  145 

necessary  to  illustrate  all  parts  of  Bible  geography. 
Place  a  large,  clean  blackboard  on  the  platform,  furnish 
a  rubber  or  brush,  and  a  supply  of  crayons.  Hang  a 
clock  where  the  conductor  and  teachers  can  see  it.  Pro- 
vide an  organ  or  melodeon — a  piano  also,  if  practicable. 
On  the  conductor's  table  place  a  '^call-bell."  Buy  a  full 
supply  of  paper  and  pencils  for  the  use  of  the  institute. 
In  every  seat  put  Bibles,  singing-books,  and  pro- 
grammes, and  do  this  before  the  hour  for  commencing. 
You  need  a  large  dictionary.  Sometimes  a  verbal  criti- 
cism is  or  ought  to  be  made,  and  it  is  well  to  have  an 
authority  convenient.  For  the  same  reason,  such  a 
Biblical  Cyclopaedia  as  Smith's  Unabridged  ought  to  be 
on  the  table.  It  will  not  always  appear  pedantic  to  have 
Greek  and  Hebrew  lexicons  for  reference. 

Let  the  whole  preparation  for  an  institute  contem- 
plate the  improvement  of  teachers.  Don't  spoil  it  by 
consulting  the  public  taste.  You  do  not  mean  to  enter- 
tain the  public,  but  to  prepare  for  edifying  them.  Have 
your  own  way,  and  rather  close  the  door  against  the 
young  and  frivolous  than  allow  them  to  degrade  the 
character  of  your  work. 

Do  not  consider  great  numbers  as  necessary  to  suc- 
cess. Ten  earnest  teachers  can  fill  a  meeting  with  in- 
terest. I  heard  Ralph  Wells  say  one  day  that  the  best 
Sunday-school  meetings  he  had  ever  attended  were  inci- 
dental conversations  at  the  close  of  some  regular  service, 
when  a  few  met  at  the  door  or  in  the  aisle,  and  some 
question  was  started  of  practical  importance,  and  every- 
body said  about  it  just  what  he  thought,  and  in  an 
entirely  informal  way. 

Resolve  to  have  a  season  of  profit.     There  is  a  great 
10 


146         THE  MODERN  SUNDAY  SCHOOL. 

deal  in  simply  willing  a  thing  to  be.  Ten  loungers  in 
different  parts  of  a  clujrch,  wondering  why  nobody 
comes,  looking  at  their  watches  to  see  whether  they  had 
not  better  adjourn  sine  die  because  so  few  have  arrived, 
croaninir  over  a  lack  of  interest  in  the  cause — such  men 
will  soon  disperse,  to  report  sad  delinquencies  in  their 
fellows.  But  should  one  earnest  man  summon  the  rest 
to  the  front  seats,  urge  all  to  wrest  from  the  present 
disappointment  a  rich  blessing,  and  give  all  something 
to  do,  the  institute  would  be  successful. 

If  strangers  from  abroad  are  expected,  let  the  com- 
mittee of  arrangements  see  that  preparations  are  made 
for  conducting  guests  to  their  homes  promptly.  Provide 
more  homes  than  you  may  have  pledged  names  of  dele- 
gates. 

As  for  the  place  of  holding  an  institute,  let  it  some- 
times be  where  most  needed,  and  not  where  most  wel- 
come. A  few  living  souls  from  one  locality  passing 
over  into  a  Macedonian  neighborhood  may  find  no  less 
profit  to  themselves  in  an  institute  which  shall  quicken 
slothful,  lukewarm,  unawakened  church  members  into 
a  new  life  and  service. 

On  each  programme  or  on  a  separate  circular  may 
be  printed  such  of  the  following  ''Directions"  and 
^'Mottoes"  as  may  meet  the  approval  of  the  ''Committee 
on  Preparation :" 

OUR  SUNDAY  SCHOOL  IXSTITUTE 

will  soox  commence  its  sessions. 
Directions. 
1.  Pastors,    parents,    Sunday-school    officers    and    teachers,    the 
scholars,  and  all  others  who  are  interested  in  the  study  of  the  Word 
of  God,  are  cordially  invited  to  attend. 


THE    INSTITUTE.  147 

2.  Ascertain  the  day  and  date  of  opening,  and  resolve  to  be  pres- 
ent regularly  and  punctually  until  the  close  of  the  institute. 

3.  Bring  with  you  a  Bible,  Bible-maps,  blank-book,  and  pencil, 
and  take  full  notes  of  the  proceedings. 

4.  Study  the  lessons  assigned  with  great  care. 

5.  Pray  at  the  fireside  and  in  the  closet  for  God's  presence  and 
blessing. 

6.  Send  to  the  conductor's  table  any  suggestions  or  inquiries  you 
wish  to  make.     It  is  not  necessary  that  you  sign  your  name. 

7.  Invite  your  friends  and  fellow-workers  to  attend  the  institute. 

8.  Frequently,  fervently,  and  with  faith,  ask  God's  blessing  upon 
all  our  exercises. 

Programme  Mottoes. 

"The  things  that  thou  hast  heard  of  me  among  many  witnesses, 
the  same  commit  thou  to  faithful  men,  who  shall  be  able  to  teach 
others  also."— 2  Tim.  ii.  2. 

"God  hath  set  some  in  the  church,  first  apostles,  secondarily 
prophets,  thirdly  teachers." — 1  Cor.  xii.  28. 

"Study  to  show  thyself  approved  unto  God,  a  workman  that 
needeth  not  to  be  ashamed,  rightly  dividing  the  word  of  truth." — 2 
Tim.  ii.  15. 

"He  who  neglects  God's  Word,  and  saith, 

*I  know  God,'  is  deceived  ; 
The  truth  that  quickeneth  through  faith 

His  heart  hath  not  received  ; 
Belief  that  comes  from  heaven's  abode 
Inclines  man  to  the  Word  of  God." — Gellert. 

"On  the  next  Sunday — who  knows? — perhaps  I  shall  rest  in  the 
graveyard. 

Some  one  perhaps  of  yourselves — a  lily,  broken  untimely, 

Bow  down  his  head  to  the  earth.  Why  delay  I?  The  hour  is  ac- 
complished. 

Warm  is  the  heart.  /  will  sow,  for  to-day  grows  the  harvest  of 
heaven.^' — Tegner,  Longfelloic's  Translation. 

1.  An  institute  must  have  leaders  wlio  possess  enthu- 
siasm, common  sense,  tact,  and  experience.  !N"o  com- 
munity need  go  far  to  find  a  man  competent  to  conduct 
a  Sunday-school  institute.     It  is  not  eloquent  lectures 


148         THE  MODERN  SUNDAY  SCHOOL. 

we  need.  Blackboard  ingenuities,  dissolving  from  acros- 
tic into  enigma,  and  from  enigma  into  rhyme,  are  not 
necessary  to  good  institutes.  Elaborate  essays,  brilliant 
class  exercises,  marvelous  object-lessons,  are  not  indis- 
pensable. A  plain  old  farmer  in  Western  Xew  York 
listened  for  a  long  time  to  some  details  of  method  by 
'^representative  men,"  as  they  were  called,  at  a  Sunday- 
school  convention.  lie  then  said,  ''Mr.  Chairman,  in 
our  school  we  begin  the  session  with  common  sense, 
continue  it  wdth  common  sense,  and  close  it  with  common 
sense."  The  old  man's  growl — for  it  was  nothing  more 
— had,  after  all,  a  good  undertone.  And  we  need  to  be 
frequently  reminded  that,  after  sanctified  earnestness, 
we  need  nothing  so  much  as  common  sense  in  our  Sun- 
day-school work.  ISTow  let  ten,  fifty,  or  one  hundred 
earnest  men  and  women  meet  together  to  compare  diffi- 
culties and  plans,  to  aid  and  edify  each  other,  and  I  am 
confident  that  the  institute  cannot  be  a  failure.  The 
man  who  is  to  take  charge  of  such  meetings  should  be  ac- 
quainted with  the  practical  details  of  the  Sunday  school, 
and  should  at  the  same  time  be  competent  to  manage  a 
public  meeting — should  have  at  least  a  slight  acquaint- 
ance with  parliamentary  usages. 

2.  Samuel  P.  Bates,  Esq.,  a  distinguished  public- 
school  educator,  in  his  lecture  on  the  "Method  of 
Teachers'  Institute,"  says  concerning  the  president  of 
such  a  body,  "He  should  in  the  first  place  have  placed 
in  his  hands  an  exact  programme  of  exercises,  detailing 
the  time  which  each  is  to  occupy,  and  a  limitation  upon 
that  which  is  allowed  to  each  person  in  debate.  When 
the  time  has  arrived  for  an  exercise  to  close,  it  is  his 
duty  to  give  prompt  notice  of  the  fact,  and  announce 


THE    INSTITUTE.  149 

and  be  ready  to  enter  immediately  upon  that  which  is 
to  follow.  'Much  of  the  interest  and  profit  depend  upon 
the  promptness  and  despatch  with  which  the  presiding 
officer  brings  on  and  closes  the  exercises  as  marked 
down  in  the  programme."  Says  another,  "He  should  be 
an  earnest  man,  prompt,  decided,  courteous,  well  ac- 
quainted with  the  rules  of  deliberative  bodies.  He 
should  keep  the  meetings  moving  briskly,  confine  the 
speakers  in  discussion  to  the  subject  announced  to  be 
discussed,  and  have  courage  enough  to  stop,  without 
respect  of  persons,  any  speaker  who  exceeds  his  allotted 
time,  if  a  certain  time  has  been  allotted." 

3.  The  secretary  should  be  able  to  report  the  best 
things  of  an  institute  in  such  a  systematic  and  abridged 
form  that  the  reading  of  his  minutes  will  form  a  resume 
of  the  session,  and  have  all  the  advantages  of  a  con- 
ductor's review.  Indeed,  every  member  should  keep 
full  notes.  The  secretary  may  put  a  syllabus  of  the  pro- 
ceedings of  each  session  on  the  blackboard. 

4.  The  opening  exercises  of  an  institute  should  be 
models  of  order  and  fervor.  Let  no  notions  of  pro- 
priety chill  the  spiritual  zeal  of  such  an  occasion.  Re- 
member the  spiritual  aim  of  the  Sabbath  school  and  of 
the  institute.  Xow  and  then  engage  in  a  brief  audible 
or  silent  prayer  during  the  session.  Sing,  read,  and 
pray  "with  the  spirit  and  Avith  the  understanding  also." 
Dr.  Edward  Eggleston  says  on  the  subject  of  singing  at 
Sunday-school  conventions,  "Nothing  helps  a  conven- 
tion more  than  good  singing.  By  good  singing  we  mean 
also  religious  singing.  Do  not  use  dull  hymns,  nor 
hymns  that  are  not  just  in  the  key  of  the  spirit  of  the 
convention.     Sabbath-school  music,  full  of  enthusiasm 


150         THE  MODERN  SUNDAY  SCHOOL. 

and  of  spiritual  feeling,  is  the  very  best.  A  good  chor- 
ister, who  understands  singing  with  devotional  effect, 
should  be  selected  beforehand  to  lead  the  convention, 
and  the  monotony  of  the  exercises  should  frequently  be 
broken  by  singing  one  or  two  appropriate  stanzas." 

5.  I  may  add  to  these  suggestions  the  counsel  given 
by  Professor  Bates  to  the  instructors  of  public-school 
institutes.  They  apply  to  all  who  attempt  in  Sabbath- 
school  institutes  to  lecture  and  teach.  He  says,  '^The 
instructor  should  be  apprised  of  the  part  he  is  to  perform 
in  time  for  him  to  make  careful  preparation,  and  be  able 
to  present  well-digested  views.  In  order  to  discharge 
his  duties  profitably,  he  ought  to  be  able  to  answer  in  a 
clear  manner  the  following  questions :  For  what  purpose 
do  scholars  pursue  this  branch?  Are  the  methods  of 
instruction  which  have  heretofore  been  practiced  such 
as  are  calculated  to  secure  the  best  and  the  largest  re- 
sults ?  If  not,  what  changes  can  be  made  to  improve 
them?  Can  I  develop  and  elaborate  the  plan  wdiich  I 
would  adopt  in  teaching  this  branch,  so  as  to  secure  the 
results  for  which  the  study  is  pursued,  and  at  the  same 
time  secure  the  interest  and  enthusiasm  of  my  pupils  ? 
Until  an  instructor  can  answer  these  questions  intelli- 
gently, he  is  not  prepared  to  stand  up  before  a  company 
of  teachers  and  demand  their  attention." 


THE    teachers"    MEETING.  151 


CHAPTER  IX. 

THE    TEACHERS''    MEETING. 

When  I  speak  of  a  ^'teachers'  meeting"  I  do  not  refer 
to  an  annual,  quarterly,  or  monthly  business  meeting  of 
the  Sunday-school  teachers. 

I  do  not  understand  the  teachers'  meeting  to  be  the 
occasional  sociable  held  in  a  private  house,  or  in  the 
parlor  of  the  cliurch,  and  designed  to  promote  friendli- 
ness among  these  workers  in  the  church. 

The  teachers'  meeting  is  not  an  adult  Bible  class  for 
the  study  of  the  subject-matter  of  the  next  Sunday's 
lesson.  Many  teachers'  meetings  have  been  utterly 
ruined  by  this  false  conception  of  its  mission.  A  num- 
ber of  excellent  people  have  come  together  in  utter 
ignorance  of  the  lesson.  They  have  studied  it  very 
much  as  they  would  in  the  church  on  Sunday  in  a  regu- 
lar Bible  class.  There  have  been  teachers  and  pupils, 
questions  and  answers,  solemn  reflections,  practical  ap- 
plications, and,  too  often,  mere  controversy  upon  obscure 
passages,  trifling  points,  and  doctrinal  inferences;  and 
this  controversy  sustained  bj^  two  or  three  interested 
parties,  while  the  majority  of  the  teachers  were  annoyed 
bevond  measure.  At  first  the  teachers  attend  this  meet- 
ino- ;  thev  feel  their  need  of  aid.  But  soon  their  interest 
wanes,  they  allow  trifling  obstacles  to  prevent  regular 
attendance,  and  I  am  not  surprised  that  the  teachers' 
meeting  is  unpopular. 


152         THE  MODERN  SUNDAY  SCHOOL. 

The  teachers'  meeting,  therefore,  is  not  for  the  study 
of  the  lesson  de  novo.  I^o  man  is  prepared  to  attend 
this  meeting  until  he  has  already  studied  and  mastered 
the  contents  of  the  lesson.  I  knew  one  most  excellent 
pastor,  who  sustained  a  successful  teachers'  class  for 
years,  who  always  expected  each  of  his  teachers  to  recite 
the  lesson  from  memory  immediately  after  opening  the 
meeting.  lie  took  it  for  granted  that  all  had  made  as 
thorough  preparation  as  possible,  so  that  they  knew  the 
lesson  before  coming  to  the  place. 

The  best  conductor  of  such  services  should  be  placed 
in  charge,  be  he  pastor,  superintendent,  or  teacher.  Xo 
official  prerogative  should  prevent  the  employment  of 
the  best  man  or  woman  for  the  position. 

The  meeting  should  be  held  in  a  cheerful,  comfortable 
place.  A  normal-class  room  in  the  church  should  bo 
fitted  up  in  the  best  style  with  tables,  chairs,  carpets, 
maps,  pictures,  blackboard,  cabinet  of  archaeological 
curiosities  and  illustrative  apparatus,  library  of  books, 
especially  on  the  art  of  teaching,  magazines,  and  other 
periodicals. 

The  meeting  should  be  held  regularly.  I^othing 
should  ever  be  allowed  to  interfere  with  it. 

The  sessions  should  generally  be  too  short.  Better  to 
have  the  members  of  the  class  go  away  ten  times  regret- 
ting that  the  service  was  not  longer,  than  to  go  away 
once  feeling  that  they  had  been  wasting  time. 

Xever  scold  those  present  because  so  many  are  absent. 
A  cheerful  spirit  is  essential  in  the  teachers'  meeting. 

Resolve  to  have  a  good  and  profitable  meeting  even 
though  but  three  attend.  Nowhere  is  the  Master's 
promise,    "Where   two   or   three   are   gathered,'^   more 


o 


THE    teachers'    MEETIXG.  ISr 

likely  to  be  fulfilled  than  in  the  Sunday-school  teachers' 
meeting. 

The  teachers'  meeting  is  a  teachers'  meeting.  It  is  a 
meeting  of  teachers,  designed  to  increase  their  efficiency 
as  teachers  in  a  general  way,  but  especially  to  prepare 
them  to  teach  the  particular  lesson  of  the  ensuing  Sab- 
bath to  the  various  grades  of  pupils  in  their  school.  It 
is  a  meeting  for  collecting  illustrations,  for  discussing 
methods  of  approach  to  a  class,  for  framing  and  compar- 
ing questions,  for  canvassing  the  difficulties  which  they 
expect  to  meet — difficulties  which  arise  from  the  pecul- 
iar circumstances  and  characteristics  of  their  pupils. 

If  this  be  the  true  idea  of  the  teachers'  meeting, 
several  practical  directions  of  necessity  follow. 

1.  Let  the  shortest  possible  time  be  spent  at  the 
opening  of  the  session  in  the  resume  of  the  subject-mat- 
ter of  the  lesson.  One  teacher  may  make  his  statement 
of  it.  The  others  may  listen,  criticise,  modify,  and 
thus  bring  before  the  minds  of  all  the  theme  which  they 
have  already  investigated. 

2.  Let  the  lesson  be  studied  with  an  eye  to  the  pecul- 
iarities of  the  locality  in  which  next  Sabbath  it  is  to  be 
taught.  ^'What  is  there  in  this  lesson  for  our  com- 
munity ?"  Are  there  important  moral  duties  brought  to 
the  surface — such  as  '^^Sabbath  observance,"  ^^purity  of 
speech,"  ^^parental  fidelity,"  ^^reverence  for  parents  ?" 
Which  truth  shall  we  make  emphatic  on  next  Sabbath  ? 
Thus  teachers  may  agree  upon  a  general  assault  all  along 
the  lines,  and  such  concentration  will  prove  of  immense 
value  to  that  communitv. 

3.  Let  the  laws  of  adaptation  be  applied  to  the  lesson 
in  the  teachers'  meeting.     The  school  is  composed  of  a 


154         THE  MODERN  SUNDAY  SCHOOL. 

great  variety  of  pupils.  Some  are  old,  some  young, 
some  church  members,  others  impenitent  and  irreligious. 
How  may  the  truths  of  each  lesson  be  put  in  the  most 
effective  and  quickening  way  before  the  minds  of  the 
pupils  ?  The  method  emplo}  ed  with  success  by  the 
primary  teacher  may  not  be  in  detail  valuable  to  the 
teachers  of  either  the  juvenile  or  senior  classes,  but 
from  the  plans  of  the  infant-class  teacher  there  come 
richest  suggestions,  which  greatly  aid  the  others.  A 
busy  man  who  at  his  trade  picks  up  practical  illustra- 
tions, or  the  woman  who  in  connection  with  her  domestic 
duties  finds  points  and  parables  which  will  lay  the  truth 
near  the  understanding  of  her  pupils,  may  confer  un- 
speakable blessing  upon  the  most  cultured  teacher,  who, 
coming  from  the  atmosphere  of  the  drawing-room  and 
library,  has  too  little  knowledge  of  the  real  experiences 
of  everyday  life  in  his  pupils.  At  every  teachers'  meet- 
ing the  question  should  be  asked  and  answered,  ''How 
mav  we  illustrate  the  truths  of  this  lesson  so  that  all  our 
pupils  will  be  able  to  grasp  and  retain  it  ?"  There  may 
be  much  helpful  practice  in  illustration  in  one  or  more 
of  the  following  lines :  Draw  on  slates  or  paper  maps  to 
illustrate  the  topography;  prepare  a  diagram  or  outline 
to  present  several  facts,  topics,  or  truths  contained  in 
the  lesson ;  select  the  elements  of  the  lesson  which  may 
be  pictured  or  otherwise  represented  by  pencil  or  crayon ; 
two  or  three  incidents  mav  be  called  for  bv  which  the 
truths  of  the  lesson  mav  be  illustrated  to  the  average 
pupil ;  comparisons  and  metaphors  may  be  given  by 
which  to  illustrate  the  leading  truths  of  the  lesson;  the 
leader  may  call  for  facts  of  history,  sacred  or  profane, 
by  which  to  illustrate  and  enforce  the  lesson. 


THE    teachers''    MEETING.  165 

4.  Let  some  time  be  spent  in  preparation  for  word- 
'pkturing.  This  is  one  of  the  most  effective  methods  of 
teaching.  It  appeals  to  the  imagination.  It  transfers 
vivid,  life-like  scenes  from  the  book  to  the  brain.  Ser- 
mons that  are  full  of  pictures  captivate  their  hearers. 
The  Great  Master  taught  in  parables.  The  mightiest 
teachers  of  to-day  preach  in  pictures.  Sunday-school 
teachers  may  in  the  teachers'  meeting  collect  material 
for  word-pictures,  and  construct  word-pictures  true  to 
topographical,  archaeological,  and  personal  reality,  true 
to  the  reality  of  action,  full  of  vividness  and  power. 
Such  an  exercise  as  this  among  plain  and  ordinary  peo- 
ple would  be  a  perpetual  inspiration.  Small  successes 
would  encourage  them  to  larger  endeavor,  and  during 
the  week  each  would  come  prepared  to  contribute  his 
quota  from  thought  and  observation  and  experience  for 
the  general  good. 

5.  Let  some  time  be  spent  in  conversation,  or  class 
experience,  by  individual  teachers,  either  in  the  manage- 
ment or  instruction  of  their  pupils.  Experience,  sym- 
pathy, prayer,  plans  for  concerted  action,  might  thus 
infuse  a  new  life  into  the  average  Sunday  school.  The 
occasional  class-meeting  for  personal  experience  in  re- 
ligious life  and  work  would  be  exceedingly  helpful  to 
Sunday-school  teachers. 

6.  Make  an  arrangement  w^th  the  teachers  who  may 
not  be  able  to  be  present  at  the  meeting  to  spend  that 
hour  in  the  study  of  the  lesson  at  home.  This  will  pro- 
mote a  feeling  of  unity,  deepen  the  interest  of  all,  and 
kindle  a  desire  on  the  part  of  all  to  attend. 

In  1861  the  author  of  this  volume  made  the  following 
suggestion  in  support  of  a  temporary  expedient  for  hold- 


156         THE  MODERN  SUNDAY  SCHOOL. 

ing  a  teachers'  meeting.  Even  earlier  than  that  he  used 
the  uniform  lesson  in  his  Sunday  school.  The  first  ex- 
periment in  this  blending  of  the  teachers'  and  prayer 
meeting  was  made  in  IS 57. 

There  can  be  no  successful  Sabbath  school  without 
a  regular  meeting  of  the  teachers.  When  shall  this 
meeting  be  held  ? 

1.  Not  on  Sahhath.  We  already  have  too  much  to  do 
on  the  ^^day  of  rest." 

2.  Not  on  Saturday  evening.  Home  duties,  prep- 
aration for  Sabbath,  and  choir-meetings  are  in  the  way. 

3.  On  what  other  evening  is  it  fjradicahle?  We  have 
so  few  ''evenings  at  home,"  and  there  are  so  many  other 
meetings,  especially  in  cities — concerts,  lectures,  polit- 
ical gatherings,  etc.,  etc.  In  our  country  churches  many 
of  our  best  teachers  live  at  some  distance  from  the  place 
of  meeting.  It  is  as  much  as  they  can  afford  to  attend 
the  regular  weekly  prayer-meeting. 

4.  Why  not  associate  the  teachers'  meeting  in  some 
way  with  the  regular  pray er-7neet ing?  The  minister 
may  make  a  brief  exegetical  and  practical  lecture  on  the 
lesson  for  the  coming  Sabbath.  An  hour  may  be  spent 
in  prayer.  After  prayer-meeting  the  superintendent 
can  convene  the  teachers  for  the  transaction  of  Sunday- 
school  business. 

5.  Advantages  of  this  7nethod.  (1)  The  teachers 
attend  the  weekly  prayer-meeting.  (2)  The  teachers 
are  present  at  the  ''teachers'  meeting."  (3)  Time  is 
saved.  (4)  The  Sabbath-school  workers  are  brought 
into  contact  with  those  members  of  the  church  who  sel- 
dom think  of  that  field  of  labor.  (5)  The  sympathy  of 
the  pastor  in  the  Sabbath  school  is  secured.      (6)    It 


THE    teachers'    MEETING.  157 

secures  a  more  tboroiigli  preparation  on  his  part  for  his 
usual  exhortation  or  lecture.  (7)  Gives  point  and 
definiteness  to  the  prayers  offered.  (8)  Encourages 
prayer  in  behalf  of  the  Sabbath  school.  (9)  Suggests 
to  parents  the  leading  topics  upon  which  their  children 
are  to  be  instructed  and  examined  on  the  succeeding 
Sabbath.  (10)  Attracts  the  older  scholars  to  the 
prayer-meeting. 

6.   This  is  not  mere  theory.     It  has  been  repeatedly 
and  successfully  tried. 


158  THE    MODERN"    SUNDAY    SCHOOL. 


CHAPTEE  X. 

THE    TEACHER    AT    WORK. 

The  Sunday-school  teacher  conveys  to  the  life  of  the 
puj:)!!  the  forces  of  Sunday-school  organization  and  en- 
dowment. He  is  the  carbon  point  from  which  the  light 
flashes.  Out  of  sight  may  be  engine,  fire,  and  dynamo, 
but  he  is  the  ultimate  expression  of  their  power.  There- 
fore we  cannot  too  highly  exalt  the  office  and  work  of 
the  Sunday-school  teacher. 

If  the  pastor  will  expend  energy  of  instruction  an<l 
inspiration  upon  the  teachers  of  his  school,  we  can 
almost  excuse  him  from  other  responsibilities  in  the 
institution.  lie  may  make  these  officers  of  the  school 
sub-pastors  in  the  church.  He  may  train,  and  in  so 
many  church  ministries  employ  them.  In  fact,  his 
value  to  the  school  is  to  be  measured  by  his  work  in 
behalf  of  and  throuc:!!  his  Sundav-school  teachers. 

In  like  manner  we  take  the  teachers  to  measure  the 
effectiveness  of  the  superintendent.  They  depend  so 
much  upon  his  wisdom  in  judgment  and  tact  in  admin- 
istration. It  is  for  him  to  arrange  and  carrv  out  the 
programme  of  school  exercises,  and  thus  to  determine 
whether  order  or  confusion,  possible  concentration  or 
interruption,  shall  characterize  the  hour.  Should  he 
fail  to  govern,  they  must  fail  to  teach.  The  best  super- 
intendent, as  I  have  elsewhere  said,  is  the  one  who  guar- 
antees the  best  opportunity  to  those  who  are  appointed 
to  teach. 


THE    TEACHER    AT    WORK.  159 

I  fear  that  many  Sunday-school  teachers  are  ap- 
pointed carelessly,  and  with  little  reference  to  natural 
fitness,  intellectual  preparation,  or  personal  earnestness. 
The  chance  thought  or  whim  of  a  sujDerintendent,  the 
pastor's  desire  to  enlist  the  sympathies  of  an  individual 
or  family  in  the  church,  or  other  considerations  of  an 
entirely  personal  character — on  such  things  as  these 
rests  the  appointment  of  many  Sunday-school  teachers. 

In  the  majority  of  cases  the  responsibility  is  left  with 
the  superintendent.  The  vote  of  the  teachers'  meeting, 
if  required,  is  a  matter  of  form.  I  have  known  the 
constitution  of  some  schools  to  provide  a  '^teachers' 
committee,"  consisting  of  the  pastor,  superintendent, 
and  his  assistant,  whose  recommendation  was  necessary 
in  order  to  an  election  by  the  teachers'  meeting.  This 
is  an  improvement  on  the  one  man  method. 

In  the  selection  of  teachers  in  the  average  Sunday 
school  what  criterion  of  fitness  have  we  ?  Almost  none. 
To  what  examinations  do  we  subject  the  candidate  \ 
Xone.  What  pledges  do  we  require  ?  Xone.  What 
doctrinal  tests  do  we  apply  ?  Xone.  And  many  pastors 
do  not  know  to-day  what  kind  of  theology  two-thirds  of 
the  teachers  are  giving  to  their  classes.  What  do  we 
say  about  church  membership  ?  Nothing.  Many  schools 
do  not  even  require  personal  piety.  How  many  teachers 
are  refused  or  removed  from  office  because  they  lack 
spirituality,  do  not  study,  do  not  attend  the  teachers' 
meeting,  are  not  punctually  present  at  the  opening  of 
the  Sabbath  school,  or  because  they  are  irregular  in 
attendance  ?     Let  superintendents  answer. 

This  radical  defect  requires  speedy  reform.  The 
cause  is  suffering  from  the  incompetenc}^,  irregularity. 


IGO  THE    MODERI^    SUNDAY    SCHOOL. 

and  indifference  of  teachers  more  than  from  any  other 
cause — more  than  from  all  other  causes  combined.  I 
propose  here  to  offer  a  few  hints  on  the  subject  of 
appointing  teachers. 

1.  Do  not  organize  so  many  classes  as  to  require  the 
appointment  of  inefficient  persons.  It  is  better  in  a 
school  of  one  hundred  scholars  to  have  only  five  teachers 
who  are  studious,  spiritual,  and  successful,  than  to  add 
fifteen  to  the  list  who  know  little  and  care  less  about  the 
cause.  Let  competency  in  the  candidate,  and  not  a 
vacancy  in  the  school,  be  the  ground  of  his  election. 

2.  Have  stated  times  for  the  appointment  and  in- 
stallation of  teachers — say  twice,  or,  at  most,  four  times 
a  year.  Mark  the  occasion,  by  the  infrequency  and 
regularity  of  its  recurrence,  that  it  may  be  appreciated, 
anticipated,  and  prepared  for  as  one  of  the  important 
and  interesting  exercises  of  the  school. 

3.  Hequire  a  probationary  service  from  every  candi- 
date, either  as  the  assistant,  for  at  least  two  months,  of 
one  of  your  best  teachers,  or  as  the  teacher  of  a  class. 

4.  Require  an  examination  upon  the  intellectual, 
practical,  and  spiritual  fitness  of  the  candidate.  Pre- 
scribe a  course  of  reading  and  study.  Admit  none  who 
have  not  pursued  it.  ^^This  requires  mental  power  and 
application/'  AYe  want  these  in  our  Sunday  schools. 
'^But  it  requires  a  great  deal  of  self-possession."  So 
does  the  management  of  a  class.  And  the  teacher  who, 
from  excessive  timidity,  is  not  able  to  pass  an  examina- 
tion before  a  committee,  is  altogether  too  timid  to  make 
a  useful  teaclier.  As  to  the  character  of  this  course  of 
study  I  do  not  wisli  to  sav  much.  Ten  years  hence,  in 
our  best  schools,  it  will  be  more  tliorough  than  I  now 


THE    TEACHER    AT    WOEK.  161 

dare  to  indicate.  Let  me  propose  as  the  lowest  standard, 
that  the  teacher  be  able  to  prove  by  Scripture  texts  the 
leading  points  of  our  faith ;  that  he  shall  have  read  two 
or  three  works  on  the  principles  and  art  of  teaching,  and 
on  the  Sunday-school  work  in  particular ;  that  he  shall 
satisfy  the  committee  of  his  ability  to  interest  children 
in  the  study  of  Scripture,  and  to  exercise  a  healthful 
authority  over  them  as  members  of  his  class  and  of  the 
school.  With  the  normal  provisions  now  made  no 
imtrained  teacher  need  be  employed. 

5.  After  his  examination  and  recommendation  by  the 
committee,  and  his  election  by  the  teachers'  meeting,  let 
his  appointment,  or  installation,  or  reception  be  as  pub- 
lic as  possible.  It  may  take  place  before  the  school,  or, 
if  the  school  can  also  be  present,  before  the  church  and 
congregation.  It  should  be  regarded  and  treated  as  a 
most  solemn  and  important  event.  Is  it  not  so  in 
reality  ? 

6.  At  this  public  reception  tlie  teacher  should  be 
required  to  make  certain  pledges.  He  should  promise 
punctuality,  prayerfulness,  the  preparation  of  ap- 
pointed lessons,  the  reading  of  books  calculated  to  aid 
him,  the  visitation  of  absent  scholars,  co-operation  with 
the  superintendent  in  maintaining  order,  regular  at- 
tendance upon  the  teachers'  meeting  and  upon  all  the 
public  and  social  means  of  grace  connected  with  the 
church. 

7.  A  fervent  address  by  the  pastor  on  this  occasion 

would  be  of  advantage  to  the  other  teachers  and  the 

senior  scholars.     It  Avould  give  to  all  who  might  hear  it 

a  higher  estimate  of  this  department  of  the  church.     It 

would  awaken  confidence  in  the  thoroughness  of  our 
11 


102         THE  MODERN  SUNDAY  SCHOOL. 

work,  call  into  our  ranks  the  highest  talent  of  the  church, 
and  pour  into  our  treasuries  all  the  means  we  need  for 
the  development  and  expansion  of  the  system.* 

It  is  in  some  such  scheme  that  the  pastor  will  find 
his  most  useful  place  in  connection  with  the  school. 
x\nd  when  pastor  and  superintendent  combine  to  exalt 
the  standards,  dignify  the  office,  and  prepare  teachers 
who  will  be  teachers  indeed,  the  church  will  begin  to 
appreciate  the  power  of  the  Sunday  school. 

Of  course  it  goes  without  saying  that  if  the  teacher 
be  a  good  man  his  simple  presence  will  have  a  certain 
power.  Steele  said  of  Lady  Hastings  that  ''to  know 
her  is  to  be  liberally  educated.^'  There  are  some  people 
whose  presence  helps  one  to  be  good.  The  love  that 
shines  out  of  their  eyes  lights  up  other  faces.  Goodness 
is  contagious,  and  people  leave  its  incarnate  presence  to 
be  haunted  by  it  and  to  be  held,  and  always  more  or  less 
to  be  helped.  But  even  goodness,  without  thought  and 
intellectual  quickening  of  some  kind  in  it,  becomes  tire- 
some ;  and  goodness  set  to  teach,  and  incompetent  to  do 
more  than  sit  in  silent,  placid  witness  to  the  passive 
virtues,  will  soon  use  up  its  resources  of  exemplification 
and  its  power  of  commanding  attention,  and  become  an 
annoyance.  A  marble  statue  would  be  better,  for  one 
expects  nothing  from  marble  but  silence  and  stability. 
Children  and  young  people  are  not  fond  of  statues. 
They  like  living  people,  with  breath,  movement,  wit, 
liglit,  and  power  in  them.  A  Sunday-school  teacher 
must  be  more  than  good.  He  must  be  awake  and  alive 
on  all  sides  and  all  through.     He  must  know  something. 


*  In  Appendix  A  see  a  form  for  the  public  recognition  of  the  Sunday-school 
teacher. 


THE    TEACHER    AT    WORK.  163 

Indeed,  he  must  know  many  things.  He  must  be  able 
to  lay  hold,  with  a  vigorous,  gracious  hold,  of  his  class 
in  the  lines  where  their  present  interest  runs,  and  not 
merely  in  the  lines  in  which  they  ought  to  run.  It  is  a 
mistake  for  spiritually  minded  people  to  confine  them- 
selves to  the  spiritual  side  of  things,  and  to  expect 
thereby  spiritually  to  help  young  people.  The  teacher 
must  go  to  his  scholars  where  they  are,  and  touch  them 
at  susceptible  points,  leading  them  up  to  the  higher 
realm  he  has  reached,  teaching  them  through  the  things 
in  which  they  are  already  interested  of  the  things  they 
ought  to  love.  These  two  things,  then,  are  necessary: 
(1)  that  the  teacher  know  and  have  what  his  scholars 
ought  to  know  and  have ;  and  (2)  that  he  know  well  and 
be  well  able  to  use  for  higher  and  holier  ends  what  they 
already  know,  have,  and  relish.  The  heavenly  and  the 
earthly  must  be  combined  in  the  qualifications  of  one 
who  would  lead  the  earthly  towards  the  heavenly. 
Therefore  the  Sunday-school  teacher  must  know  the 
subjects  he  is  to  teach  and  the  pupils  Jie  is  to  teach. 
He  must  love  both  subjects  and  pupils,  and  take 
pleasure  in  the  wisest  ways  of  teaching.  He  is  to 
teach  the  Word  of  God ;  to  teach  Christ  through  the 
Word ;  and  to  so  teach  Christ  through  the  Word  as  to 
bring  souls  living  in  this  world  into  vital  union  with 
the  Lord. 

Let  me  call  attention  to  some  of  the  conditions  of 
success  in  Sunday-school  teaching,  natural  and  super- 
natural, the  one  never  antagonizing  the  other.  Other 
things  being  equal,  he  who  does  his  best  in  the  use  of 
natural  powers  and  conditions  will  have  at  readiest 
and  largest  command  the  spiritual  power  he  desires. 


164         THE  MODERN  SUNDAY  SCHOOL. 

Therefore  I  commend,  to  the  Sunday-school  teacher  the 
highest  human  standards;  the  best,  strongest,  and  most 
successful  schemes,  rules,  and  appliances  which  have 
been  recognized  and  adopted  by  the  wisest  and  most 
enterprising  secular  educators ;  the  best  text-books,  the 
best  rooms,  seats,  maps,  and  pictures  available,  that  no 
day  school  may  excel  the  church  school  in  order,  enthu- 
siasm, and  methods.  Lay  hold  of  science,  literature, 
and  art.  Use  them  all  to  enrich  and  strengthen  you  as 
a  toacher.  All  the  while,  and  with  all  these  subsidiaries 
at  perfect  command,  do  not  forget  that  the  end  we  seek 
is  not  to  be  attained  by  ^^might,  nor  by  power,"  but  by 
the  Spirit  of  the  Lord.  We  do  not  depreciate  ^^might" 
nor  ''power."  Only  this:  we  do  not  expect  ourselves  to 
accomplish  the  work,  even  though  the  Spirit  of  the  Lord 
insists  upon  the  use  of  human  "might"  and  "power." 
Not  by  wire,  not  by  insulating  process,  not  by  ingenious 
signal-key,  but  by  electricity,  is  the  telegram  sent.  But 
the  wire  and  insulation  and  some  signal  svstem  are 
necessary.  Thus  interdependent  are  divine  energies 
and  human  agencies.  It  is  fanaticism  to  undervalue 
either.  Lot  us,  therefore,  take  up  some  of  the  conditions 
or  laws — call  them  what  you  will — to  which  the  teacher 
must  conform. 

Intellectual  vigor  and  activity  depend,  to  a  great 
degree,  upon  right  physical  conditions.  Food,  air, 
bodily  postures  and  restrictions  spoil  many  a  good  ser- 
mon. The  Sunday  school  has  suffered  more  than  the 
sermon  from  the  same  hindrances.  In  former  vears  the 
school  was  remanded  to  the  "basement."  What  hurt 
was  done  by  low  ceilings,  damp  walls,  dark  windows, 
and  wretched  ventilation  no  pen  can  record.     But  the 


THE    TEACHER    AT    WORK.  165 

folly  of  the  past  is  not  likely  to  be  repeated.  A  reform 
has  already  set  in.  One  of  the  leading  reformers  in  the 
United  States  was  the  late  Hon.  Lewis  Miller,  of  Akron, 
O.,  whose  Sunday-school  room  was  the  first  of  the  new 
order,  and  so  distinctive  as  to  give  the  name  of  the 
^^Vkron  style"  to  the  ^^new  departure"  in  ecclesiastical 
architecture.  Seated  in  a  natural  amphitheatre  with 
his  school  one  day  at  a  picnic  in  the  country,  he  said  to 
himself,  ^^This  is  what  we  want  every  Sunday;"  and  he 
set  about  the  development  of  a  Sunday-school  room 
which  should  meet  the  practical  demands  of  a  school  like 
his  own.  He  began  a  correspondence  with  Sunday- 
school  men  everywhere,  asking  for  suggestions.  The 
author  of  this  volume  remembers  the  answer  he  gave  to 
Mr.  Miller's  question:  ^^Provide  for  ^togetherness'  and 
'separateness.'  Have  a  room  in  which  the  whole  school 
can  in  one  minute  be  brought  together  for  simultaneous 
exercises,  and  with  the  minimum  of  movement  be 
divided  into  classes  for  uninterrupted  class-work.^* 
This  bit  of  philosophy  was  in  harmony  with  Mr.  Mil- 
ler's practical  purpose  and  plan,  l^owhere  is  the  true 
architectural  thought  of  the  Sunday  school  so  well  em- 
bodied. Light,  height,  expansion,  separation  at  will, 
unity,  color,  beauty,  utility,  are  all  expressed  in  this 
admirable  creation  of  Mr.  Miller. 

The  teacher  needs  the  help  of  architecture,  comfort- 
able sittings  for  himself  and  his  class,  good  ventilation, 
carpets,  pictures,  brightness,  and  all  the  elements  which 
put  him  and  those  who  depend  upon  him  for  instruction 
at  their  best.  If  to  this  be  added  the  careful  govern- 
ment which  gives  the  class  ample  time  and  absolute  free- 
dom from  interruption  during  the  lesson-study,  we  shall 


166         THE  MODERN  SUNDAY  SCHOOL. 

have  the  first  law  of  success  in  teaching — favorahle  ex- 
ternal conditions. 

Our  likes  and  dislikes  have  a  strange  and  strong 
influence  over  our  judgments.  They  affect  the  intellect 
and  the  conscience.  You  cannot  listen  with  pleasure  or 
profit  to  the  sublimest  and  most  substantial  sermon  by 
one  against  whom  for  personal  reasons  you. have  strong 
feelings.  Whom  you  love  you  listen  to  with  attention, 
especially  if  the  love  be  strengthened  by  confidence  in 
his  character  and  in  his  resources  of  scholarship  and 
originality.  Indeed,  perfect  confidence  and  warm  af- 
fection will  magnify  mediocrity  into  genius.  It  is 
sometimes  amusing  to  see  how  much  a  love  for  the 
preacher  can  make  out  of  his  sermons.  And  the  power 
of  the  preacher  is  enhanced  by  a  knowledge  of  this  love 
and  confidence,  and  more  than  doubled  by  a  recipro- 
cating affection.  This  law  of  mutual  affection  and  con- 
fidence between  teacher  and  pupils  holds  in  the  day 
school  and  in  the  Sunday  school.  Therefore  the  teach- 
er's character  should  be  worthy  of  confidence.  His 
natural  and  acquired  qualifications  should  constantly 
confirm  and  increase  the  confidence  of  his  pupils.  His 
spirit  should  beget  love.  The  week-day  care  of  his 
pupils,  in  visitation  and  by  correspondence,  should  pro- 
mote this  love.  The  love  of  Christ  in  the  teacher's 
heart,  for  the  most  unattractive  and  least  amiable  of  his 
scholars,  will  soon  bring  the  unpromising  pupil  into 
close  relations  with  his  teacher,  and  cause  him  to  look 
up  into  his  face  with  eager  desire  and  perfect  confidence. 

The  more  we  think  upon  a  scientific  or  religious 
subject  the  more  we  find  it  worthy  of  further  and  deeper 
thought,  and  the  more  eager  we  become  to  receive  in- 


THE    TEACIIEK    AT    WORK.  167 

formation  concerning  it.  Mental  activity  develops  in 
the  student  mental  avidity.  To  the  teacher  snch  activ- 
ity imparts  enthusiasm.  He  desires  to  satisfy  the 
cravings  of  his  pupils.  Therefore  the  wise  teacher 
knows  how  to  whet  his  scholars'  appetite  in  advance. 
He  resolves  by  some  means  to  cause  his  class  to  look 
forward  with  interest  to  the  time  and  topic  of  the 
lessons.  He  gives  hints,  quickens  curiosity,  assigns 
topics  or  questions  to  individuals  for  at  least  a  partial 
examination,  alludes  to  the  approaching  lesson  when  he 
casually  meets  his  pupils,  occasionally  writes  a  note  of 
suggestion  or  inducement,  and  thus  prepares  his  class 
to  look  for,  to  desire,  and  to  expect  a  profitable  session. 
This  is  in  accordance  with  the  law  of  anticipative  inter- 
est. The  best  teacher  knows  how  to  awaken  it,  and  is 
sure  never  to  disappoint  it.  It  is  by  this  process  that 
the  teacher  creates  a  reputation  with  his  class,  which  is 
so  powerful  a  factor,  for  example,  in  pulpit  oratory. 
Certain  men  famed  for  eloquence  will  attract  an  ex- 
pectant crowd.  The  first  sentence  is  received  with  open 
eyes  and  receptive  hearts.  What  other  men  would  have 
to  win  by  ten  minutes'  effort  these  men  have  won  in 
advance.  They  may  talk  platitudes  and  hold  attention  ; 
not  for  long,  to  be  sure,  but  the  anticipative  interest 
excited  in  the  hearers  guarantees  attention,  to  begin 
with.  The  best  Sunday-school  teacher  understands  this 
condition  of  power. 

There  are  difficulties  in  the  way.  It  is  not  easy  to 
preach  one's  self  into  a  reputation  which  will  draw  mul- 
titudes, and  cause  them  to  sit  open-eared  and  open-eyed 
wlicn  one  begins  to  talk.  The  teacher  is  subject  to 
the  same  limitations.     Weariness  of  body,  lack  of  in- 


1G8         THE  MODERN  SUNDAY  SCHOOL. 

tellectual  discipline,  want  of  taste  for  the  particular 
line  of  study,  preoccupation,  a  spirit  of  restlessness  and 
of  mischief — one  or  more  of  these  not  only  renders  this 
anticipative  interest  extremely  difficult  in  many  cases,  ^ 
but  in  the  class,  under  the  most  auspicious  circum- 
stances, there  will  be  indifferent  and  lethargic  pupils, 
for  whom  the  words  of  the  text-book  might  as  well  have 
been  printed  in  Syriac  or  Choctaw.  The  teacher's 
voice  of  greeting  has  no  more  effect  than  the  tick  of  a 
watch  on  the  ear  of  a  drowsy  shepherd.  There  is 
needed,  therefore,  a  work  of  awakening  at  the  very  out- 
set. Without  this,  the  labors  of  the  lesson  hour  will  bo 
wasted.  The  next  law  to  which  I  call  attention  is  that 
of  mental  awakening,  by  which  the  teacher's  prepara- 
tion is  made  effective  in  the  instruction  of  his  class. 
There  must  be  an  awakening  from  reverie,  from  apathy, 
from  wandering  thoughts;  an  awakening  to  voluntary 
attention  close  and  uninterrupted.  How  shall  this  be 
accomplished  ?     I  shall  answer  later  on. 

Once  awake,  another  step  must  be  taken  by  the 
scholar.  It  is  not  enough  to  be  awake  and  to  have  his 
eyes  fixed  on  an  object.  He  must  see  so  distinctly  that 
he  will  have  definite  ideas  as  to  what  he  looks  at.  One 
may  read  a  sentence  or  hear  a  statement  or  see  a  form, 
and  yet  all  the  while  the  real  meaning  is  obscure,  as 
he  at  once  discovers  when  he  attempts  to  report  his 
impression.  He  thought  he  knew,  but  a  question  or  two 
exposes  his  error.  Tlie  teacher  must  produce  a  clear 
appre}iensio7i  on  the  part  of  his  pupils.  There  must  be 
definite  ideas  as  to  the  historical  elements,  the  actors, 
the  topography,  the  time,  the  various  events,  the  words 
spoken;  in  a  word,  the  scene  must  be  vividly  appre- 


THE    TEACHER    AT    WORK.  169 

hended  just  as  it  occurred.  There  must  be  definite 
knowledge  as  to  the  relations  of  persons  and  events  to 
each  other;  as  to  the  spiritual  and  practical  truths 
taught  or  implied  in  the  lesson.  But  how  shall  one  do 
all  this  ?     In  this  power  lies  the  gift  of  the  teacher. 

^lind  was  made  to  act  for  itself ;  to  think,  to  work  out 
by  the  truth  given  to  it  some  other  form  of  truth,  to 
itself  new,  and  to  grow  stronger  by  such  individual  and 
independent  effort.  True  teaching  is  the  process  by 
which  one  mind  promotes  the  growth  of  another  mind. 
Or  I  may  define  it  as  the  process  by  which  a  mind  is 
arrested  and  awakened  and  set  at  its  legitimate  work 
of  thinking — with  a  wise  purpose.  Teaching  involves 
more  in  the  pupil  taught  than  in  the  cultivation  of 
memory,  by  which  he  holds  just  what  was  given  to  him 
and  just  as  it  was  given  to  him.  Its  test  is  not  in  the 
mere  giving  forth  of  forms  of  thought.  It  implies  in- 
dependent efforts  of  the  pupil  beyond  the  limits  of  the 
knowledge  imparted  by  the  teacher.  Teaching  is  not 
merely  the  art  of  putting  things  so  that  the  things  put 
remain,  but  of  so  putting  them  that  they  come  forth  in 
other  and  fresher  forms.  Teaching  is  not  placing  seeds 
in  numbered  envelopes,  and  then  in  labeled  boxes.  It  is 
the  putting  of  seeds  into  the  right  soil,  at  the  right  time 
and  in  the  right  way,  so  that  there  shall  be  something 
done  with  the  seed  by  the  soil,  and  results  produced 
which  seeds  in  envelopes  and  boxes  could  never  have 
produced.  This  is  the  great  law  of  mental  self -activity, 
which  is  one  of  the  very  highest  forms  of  teaching,  and 
as  rare  as  it  is  radical. 

I  have  thus  far  sought  to  show  that  success  in  teach- 
ing depends  upon  favorable  external  conditions;  upon 


170  THE    MODEEN"    SUNDAY    SCHOOL. 

mutual  affectio7i  and  confidence  as  between  teacher 
and  pupil;  upon  the  anticipative  interest  with  which 
teacher  and  pupils  approach  the  class  exercise ;  upon  the 
mental  aivakening  of  every  student;  upon  a  clear  ap- 
prehension  of  the  subject-matter  of  the  lesson ;  and  upon 
the  mental  self-activity  excited  by  the  processes  and 
inspirations  of  the  teacher.  Is  this  all  ?  A  thousand 
times — ^o.  The  highest  success  of  the  Sunday-school 
teacher  depends  upon  that  spiritual  acceptance  of  the 
truth  by  which  it  becomes  effectual  in  the  promotion  of 
true  feeling  and  true  living.  The  intellect  is  not  the 
whole  of  man  with  which  the  teacher  has  to  do.  Indeed, 
the  intellect  is  simply  an  instrument  wdiich  the  teacher 
uses  for  developing  the  higher  faculties  of  his  scholars. 
There  is  the  conscience.  There  are  the  emotions.  There 
are  the  faculties  for  spiritual  discernment.  There  is  the 
will.  It  is  onlv  when  one  knows  the  truth  and  when 
conscience  approves  it,  the  will  chooses  or  assents  to  it, 
and  the  affections  center  in  it,  that  the  truth  becomes  a 
poAver  in  the  life.  This  is  the  end  of  all  truth — of  all 
divine  spiritual  truth — the  apprehension,  realization, 
acceptance,  and  love  of  it,  that  knowing  truth  we  may 
BE  true.  And  this,  therefore,  is  the  teacher's  work:  (1) 
To  see  that  the  truth  is  imparted;  (2)  that  it  is  so 
imparted  that  it  will  be  received;  (3)  that  it  is  so 
received  that  it  will  be  retained;  (4)  that  it  is  so  re- 
tained that  it  will  be  employed  for  personal  growth, 
human  good,  and  God's  glory. 

These  seven  laAvs  of  teaching  power  recognize  and 
respect  the  individuality  of  the  teacher.  By  whatever 
process  he  can  secure  the  results  embraced  in  a  true 
definition   of   teaching,    let   him   go   to    his   work   un- 


THE    TEACHER    AT    WORK.  17 1 

hampered  by  empirical  regulations  or  by  mechanical 
appliances.  But  there  are  certain  ways  in  which  hu- 
man nature  works.  These  ways  are  to  be  respected  and 
observed,  and  to  some  of  them  I  call  attention.  (See 
Appendices  C  and  D,  and  the  Xormal  Praxes  in  chapter 
vii.)  These  definitions  and  praxes  embrace  the  funda- 
mental principles  of  pedagogy.  They  are  suggestive 
hints  rather  than  extended  discussions  of  the  topics  pre- 
sented. They  are  seed-thoughts  designed  to  start  in- 
quiry and  investigation,  and  thus  to  promote  in  the 
teacher  the  habit  of  thinking  on  his  own  account  and 
that  in  the  direction  of  his  professional  labors. 

The  teacher  is  to  deal  with  the  human  soul;  to 
appreciate  the  importance  of  knowledge;  to  cultivate 
his  own  mental  powers  of  acquisition  and  of  retention, 
that  what  he  knows  he  may  keep ;  that  what  he  keeps 
he  may  apply  and  communicate  in  harmony  with  the 
constitution  and  capacities  of  the  soul.  He  is  to  acquire 
the  art  of  Bible  study,  of  lesson-growing,  and  of  getting 
at  the  very  root-truths  of  the  lessons  he  imparts.  He  is 
to  know  how  to  approach  his  scholars;  how  to  think 
with  them  and  as  they  think ;  and  to  know,  as  he  must, 
tl.ie  world  in  which  they  live.  He  must  know  the  art  of 
arresting  and  holding  the  attention  of  his  scholars ;  the 
art  of  illustrating  the  truth  lie  would  impart;  the  art 
of  probing  the  mind  by  well-framed  questions,  eliciting 
satisfactory  answers,  by  all  of  which  methods  he 
quickens  the  student  to  independent  intellectual  activ- 
ity, to  the  wise  review  of  the  knowledge  acquired ;  and 
thus  he  masters  the  art  of  adapting  truth  to  the  various 
classes,  conditions,  and  needs  of  the  pupils  he  is  re- 
quired to  teach. 


172         THE  MODERN  SUNDAY  SCHOOL. 


CHAPTER  XL 

THE    LESSON    EEVIEW. 

The  Sunday-scliool  lesson  review  may  be  a  review 
of  the  scholars  as  to  their  attainments,  or  a  general 
rehearsal  of  one  or  more  lessons  by  the  superintendent 
for  the  purpose  of  giving  to  the  scholars  a  clearer  view 
of  the  truth  tauglit,  or  of  deepening  the  moral  and  re- 
ligious impressions  which  it  is  designed  to  make. 

There  mav  be  a  review  of  one  or  of  several  lessons. 
It  may  be  conducted  by  a  teacher  in  his  class,  or  by  a 
superintendent  from  the  desk.  It  may  occur  weekly, 
monthly,  quarterly,  or  annually. 

The  ^^Concert-Review  Service"  is  a  public  exercise 
designed  to  entertain  and  instruct  an  audience.  The 
scholars  may  then  be  reviewed  in  order  to  show  their 
real  attainments  in  any  particular  branch  of  Biblical 
studj-.  This  partakes  more  or  less  of  the  character  of 
an  ^^exhibition,"  and  is  calculated,  when  judiciously 
conducted,  to  do  great  good. 

The  ^'Rehearsal"  is  a  preparation  for  such  public 
service,  and  should  be  held  on  a  week  evening. 

The  ^'Special  Session"  is  a  meeting  designed  to  train 
a  school  in  Bible  history,  geography,  etc.,  that  the  fre- 
quent allusions  to  places  and  events  in  the  regular  les- 
sons may  be  at  once  recognized  and  understood.  At 
tliese  meetings  the  catechism,  memory  lessons,  mission- 
ary exercises,  etc.,  may  be  introduced.     The  character- 


THE    LESSON    REVIEW.  173 

iptics  of  all  these  services  are :  Frequent  repetition  and 
simultaneous  recitation. 

Here  are  some  of  the  advantages  of  the  review. 

It  secures  the  frequent  reiteration  of  a  lesson.  The 
law  in  both  secular  and  religious  training  is,  ''Precept 
upon  precept;  line  upon  line."  It  is  especially  neces- 
sary in  the  religious  sphere,  because  the  demands  of 
secular  education  occupy  so  much  of  the  time  of  our 
young  people.  The  activities  of  the  age  are  so  numer- 
ous, diverse,  and  intense,  that  to  secure  attention  to  re- 
ligious truth  we  must  repeat  again  and  again,  and  in  the 
most  attractive  ways,  the  truth  by  which  we  would 
control  the  hearts  and  lives  of  our  pupils. 

The  defective  teaching  which  too  generally  finds 
place  in  our  Sunday  schools,  owing  to  the  indifference, 
indolence,  and  incompetency  of  so  many  of  our  teachers, 
finds  some  compensation  in  a  wisely  directed  and 
spirited  general  review. 

Variety  in  the  school  exercises  is  also  secured.  Forty- 
five  minutes  of  catechetical  study  in  a  class  may  prove 
burdensome.  The  simultaneous  exercise  which  a  review 
requires  will  usually  prove  a  pleasant  relief. 

A  well-conducted  review  is  a  tacit  reproof  to  inefii- 
cient  teachers,  and  will  often  prove  an  incentive  to 
greater  diligence  in  preparation  for  the  work  of 
teaching. 

It  is  always  profitable,  to  the  best  of  teachers,  to 
witness  the  handling  of  a  subject  by  another.  It  will  in 
this  case  furnish  an  illustrative  lesson — a  normal-class 
exercise — which  the  most  competent  teachers  will  most 
appreciate. 

The  general  review  will  probably  present  the  truth  in 


174  THE    MODERN"    SUNDAY    SCHOOL. 

some  new  form  to  the  teacher.  ITe  will  find  more  in 
each  lesson  under  the  instructive  drill  of  the  reviewer, 
whoever  he  may  be,  than  he  found  in  its  preparation  for 
the  class-recitation. 

The  weekly  review  claims  another  great  advantage. 
It  places  strong  emphasis  upon  Bible  study  as  the  cen- 
tral idea  and  distinctive  mission  of  the  Sunday  school. 
When,  with  zeal  and  tact  and  fulness  of  knowledge,  a 
ten  or  fifteen  minutes'  review  of  the  lesson  takes  place, 
every  eye  fixed  upon  the  superintendent,  every  part  of 
the  exercise  centred  in  that  review,  the  thought  will 
arise  in  the  minds  of  all:  The  great  work  here  is  the 
study  of  the  Word  of  God. 

The  general  review  compels  the  superintendent  to 
study,  and  he  dares  not  be  a  superficial  student  if 
teachers  and  scholars  who  have  devoted  so  much  time  to 
the  preparation  are  by  him  to  be  examined  in  the  lesson 
for  the  day. 

It  is  desirable  to  animate  every  school  session  by  one 
leading  and  dominant  thought.  Unity  in  any  pro- 
grame  is  important^  and  nowhere  more  so  than  in  a  Sun- 
day school.  The  unity  is  promoted  by  the  general 
review.  It  brings  the  same  subject  before  all  at  once. 
It  gives  force  to  the  prayer,  which  embodies  the  thought 
of  the  day.  It  gives  meaning  and  power  to  the  lesson- 
hymn,  which  is  to  be  sung  as  a  part  of  the  service. 

If  for  no  other  reason,  I  recommend  and  plead  with 
all  earnestness  for  the  review,  because  in  adopting  it  we 
thereby  but  follow  the  best  methods  of  the  best  secular 
schools. 

Let  me  /??\s^  speak  of  eeview  in  the  class.  The 
mastery  of  each  lesson  there  will  guarantee  familiarity, 


THE    LESSON    EEVIEW.  1^  O 


accuracy,  and  delight  in  the  final  review  for  the  week, 
month,  or  quarter.  All  success  in  general  ^'examina- 
tion"  depends  upon  the  manner  in  which  individual 
recitations  are  conducted.  The  following  plain  rules 
may  be  of  service : 

Every  Sabbath  introduce  the  lesson  for  the  day  by  a 
two,  three,  or  five  minute'  resume  of  the  preceding 
lesson. 

Wherever  the  influence  of  one  lesson  may  be  traced 
in  another,  do  not  fail  to  recognize  it.  If  last  Sabbath 
you  learned  that  John  was  baptizing  at  ^non,  and  in 
the  lesson  to-day  that  Jesus  conversed  with  the  woman 
of  Samaria  at  Jacob's  well,  do  not  fail  to  trace  the  con- 
nection between  the  two  events  (see  John  iv.  1-4).  If 
next  Sabbath  you  study  about  Joseph  making  himself 
known,  and  the  week  after  about  Jacob  hearing  the  good 
news  of  Joseph's  safety,  find  some  bond — historical, 
logical,  or  mnemonical — by  which  you  may  unite  them. 
In  some  way  always  link  together  the  lessons  for  a 
quarter. 

Every  Sabbath  write  out  in  a  small  blank  book  or 
on  a  sheet  of  paper  a  brief  statement  of  the  lesson.  Let 
your  scholars  copy  it.  Put  it  into  four  or  five  manu- 
script lines — a  condensation  of  the  facts — and  a  prac- 
tical lesson  appended.  The  following  week  read  it  over, 
and  add  a  similar  syllabus  for  that  day.  Keep  it  up  for 
three  months.  Thus  you  repeat  the  substance  of  the 
first  lesson  eleven  times  in  that  quarter,  the  second  ten 
times,  the  third  nine  times,  etc.  What  wonder  if  your 
scholars  know  all  about  the  twelve  lessons  when  review 
day  comes ! 

Persuade  your  pupils  to  use  the  "Daily  Home  Eead- 


17G         THE  MODERN  SUNDAY  SCHOOL. 

ings."  These  often  complete  the  historical  connections 
of  the  lessons.  Question  your  class  every  Sabbath  on 
this  matter,  and  if  possible  secure  from  them  a  state- 
ment concerning  each  '^reading/'  as  to  its  bearings  on 
the  lessons  for  the  week. 

Sometimes,  in  the  review  of  a  previous  lesson,  request 
one  scholar  to  state  all  the  facts  about  it  which  he  can 
recall.  Let  another  scholar  supply  his  omissions  and 
correct  his  misstatements.  Then  call  for  a  third  scholar 
to  do  the  same.  You  will  in  this  wav  recall  the  w^hole 
lesson,  and  keep  up  a  perpetual  interest  in  it. 

Or  read  the  lesson  elUptically.  The  teacher  alone 
may  use  an  open  Bible,  and  omit  principal  w^ords  Avhich 
the  scholars  are  expected  to  supply  singly  or  in  concert. 
It  would  deepen  the  interest  and  profitableness  of  this 
method  if  the  teacher  himself  could  dispense  with  the 
open  book. 

In  all  lesson  reviews  see  that  the  scholars  are  per- 
fectly familiar  with  the  Title,  Topic,  and  Golden  Text. 
If  every  week  they  are  perfectly  familiar  with  these  ele- 
ments of  the  current  lesson  and  of  the  previous  lesson,  a 
quarterly  review  will  not  be  laborious. 

By  a  few  words — which  I  may  call  help-words — the 
contents  of  the  lessons  may  be  fixed  in  the  memory.  For 
example,  by  the  following  we  may  be  able  to  recall  the 
first  quarter's  lessons  for  1887:  Dominion;  Sin;  Mur- 
der ;  Ark  ;  Journey ;  Strife ;  Lamp ;  Ten ;  Tire ;  Mount ; 
Xame ;  Wine. 

Let  me  next  speak  of  reviews  from  the  desk. 

The  several  plans  above  suggested  for  teachers  of 
individual  classes  may  be  modified  and  adopted  by  the 
manager  of  the  general  review. 


h>-r 


THE    LESSON    REVIEW.  1  i  i 

Although  not  connected  with  the  lesson,  nor  legiti- 
mately involved  in  the  discussion  of  this  topic,  I  suggest 
the  value  of  calling  each  Sabbath  for  the  text  of  the 
niornin«:  sermon,  or,  if  the  school  be  held  in  the  morning, 
the  text  of  the  previous  Sabbath,  and  of  drilling  the 
school  in  the  regular  recitation  of  this  text,  so  that  at  the 
quarterly  review  the  texts  of  at  least  twelve  sermons 
may  be  repeated. 

In  all  general  revievv^s  aim  at  preserving  the  historical 
order  of  lessons.  Follow  the  chronology.  As  each  event 
comes  into  notice  draw  from  it  an  appropriate  practical 
lesson. 

Adopt  occasionally  the  analytical  plan  of  reviewing 
a  lesson.  What  persons  are  here  named  ?  In  what 
places?  At  what  dates  or  times?  Their  doings?  The 
doctrines  and  the  duties  taught  ?  Or  inquire :  (1)  What 
facts  here  reported  ?  (2)  What  difficulties?  (3)  What 
important  lesson?  At  another  time  call  for  the  prin- 
cipal PERSON  in  the  lesson,  and  inquire:  (1)  What 
are  the  groupings — the  time,  place,  companions,  etc.  ? 
(2)  What  actions  by  this  principal  person  and  by  the 
others?  (3)  What  equalities  of  character  are  brought 
out  ?  (4)  What  principles  J  what  doctrine,  what  duties 
taught  ? 

Announce  one  of  the  several  practical  truths  taught 
during  the  quarter  and  then  ask :  In  what  lesson  ?  What 
were  the  circumstances  ?  etc. 

Use  condensed  outlines,  and  by  representative  letters 
put  the  lessons  on  the  blackboard  in  a  sort  of  sign- 
language,  which  the  little  people  w^ill  delight  in  de- 
ciphering. 

The  Topic  and  Golden  Text  may  be  made  the  central 

12 


178         THE  MODERN  SUNDAY  SCHOOL. 

point  of  each  lesson,  and  all  the  principal  questions 
based  upon  them. 

A  superintendent  in  Kew  Jersey  makes  use  of  a  long 
roll  of  paper,  on  which  from  week  to  week  the  prominent 
features  of  the  lessons  are  recorded.  As  this  is  unrolled 
the  school  is  reviewed.  At  the  end  of  twelve  weeks  he 
has  a  lesson  j)anorama. 

In  conducting  the  weekly  review  the  superintendent 
may  fix  upon  one  or  more  leading  lessons,  which  he 
enforces  at  the  time,  and  then  at  the  quarterly  review  he 
may  confine  himself  to  these  (in  addition,  of  course,  to 
the  Titles,  Topics,  and  Golden  Texts). 

Divide  among  the  classes  the  several  parts  of  a  review. 
Por  example,  request  Class  No.  1  to  recall  the  pei^sons 
named  in  Lessons  I.  to  III. ;  Class  Iso.  2,  persons  in 
Lessons  IV.  to  VII.,  etc. ;  Class  'No.  6  may  name  places 
of  first  four  lessons,  etc. 

Select  several  memory  ^^lelp- words"  (as  recom- 
mended to  teachers  on  page  176)  and  place  them  on  the 
blackboard,  erasing  portions  of  them  as  the  school  drill 
or  questioning  proceeds,  until  none  but  the  initials  are 
left.      This  will  facilitate  frequent  repetition. 

Take  a  large  map  of  the  ^'Scripture  World"  or  of  the 
''Holy  Land,"  and  let  the  review  be  based  on  the  geo- 
graphical elements  of  the  lesson.  As  the  superintendent 
points  to  a  place,  let  the  school  name  the  persons  and 
events  associated  with  it  in  the  quarter's  lessons. 

As  each  lesson  is  thus  brought  into  notice  let  the 
Title,  Topic,  Golden  Text,  Outline,  and  a  practical 
truth  be  recited  by  the  school. 

The  review  may  comprise  a  series  of  word-pictures, 
by  which  the  superintendent  tests  the  acquaintance  of 


THE    LESSON    REVIEW.  ITO 

the  school  with  the  several  lessons.     Here,  for  example, 
is  a  word-picture  from  the  life  of  Moses : 

A  sand  grave.  Alarm.  A  long  journey.  A  tired 
man.  A  well.  Troughs.  Shepherdess  and  six  sisters. 
Shepherds.  The  helping  hand.  An  early  return  leading 
to  a  question.  A  reply  leading  to  two  questions  and  a 
command.     The  stranger  a  son. 

Another  form  of  word-pictures,  which  I  called  ''Men- 
tal Keview  Pictures,"  were  published  from  quarter  to 
quarter  for  several  years.  The  following  is  a  speci- 
men: ''The  lessons  for  the  quarter  are  suggested  in 
their  order  by  mental  representations  as  follows:  1.  A 
DOVE  hovers  in  the  air,  snow-white,  its  wings  radiant 
with  golden  light,  a  sign  to  John  the  Baptist,  a  symbol 
of  the  work  to  be  Avrought  in  the  world  by  the  gospel, 
and  a  preparation  for  the  ordeal  of  temptation  through 
whicli  he  who  receives  the  Spirit  of  the  holy  dove  must 
pass.  2.  Suddenly,  far  below  the  dove,  stretches  out 
an  expanse  of  water,  a  lovely  lake^  in  which  the  fisher- 
men cast  their  nets,  and  by  the  shores  of  whicli  Christ 
invited  them  to  become  the  'fishers  of  men,'  and  near 
which  in  Capernaum  He  taught  and  wrought  His  won- 
ders. 3.  From  the  radiant  dove  in  the  sky  descend  to 
the  lake  rays  of  light  from  head  and  breast  and  wings, 
representing  the  'power  to  heal'  that  had  come  to  the 
sons  of  men  through  Christ,  upon  whom  the  dove  had 
descended.  4.  The  descending  rays  from  the  dove 
form  in  letters  of  liclit  on  the  lake  the  word  'forgive- 
i^Ess.^  5.  All  at  once  a  golden  atmosphere  fills  the 
sky  and  sea.  And  above  the  distant  hills  I  read  the 
words  'Sabbath  Day.'  The  picture  is  full  of  restful- 
ness.     6.  Below  the  word  'Sabbath'  rises  a  hill,  and  on 


180         THE  MODERN  SUNDAY  SCHOOL. 

the  sea  I  see  a  ship.  7.  All  at  once  a  darkened  atmos- 
phere fills  the  picture.  The  light  seems  to  be  fading. 
One  might  think  that  seldom  words  were  spoken.  8. 
On  the  hillside  a  man  is  sowing  seed.  0.  Not  far  from 
me  I  see  a  tree^  and  on  one  of  its  branches  a  bird.  10. 
The  sky  is  black,  the  sea  rages,  and  the  ship  is  tossed  in 
a  WILD  TEMPEST.  11.  Ecjond  the  ship  and  beyond  the 
sea  rise  great  walls  of  mountains  in  wdiich  tombs  are 
hewn  out.  12.  In  the  foreground  stands  a  beautiful 
maiden,  her  face  fixed  on  the  heavens,  and  I  hear  her 
say,  'He  giveth  life.'  " 

Instead  of  these  more  elaborate  plans  of  review,  the 
superintendent  may  give  a  fifteen  or  twenty  minute 
outline  of  the  quarter's  lessons  in  a  practical  talh,  well 
illustrated,  and  closing  with  a  forcible  application  and 
appeal  to  the  school. 

Occasionally  provide  for  written  answers  by  the 
school.  For  example,  call  for  answers  to  one  or  more  of 
tlie  following  questions:  ''Which  do  you  think  is  the 
most  important  truth  brought  out  in  the  lessons  for  the 
quarter  V  ''Which  is  the  most  beautiful  clause  or  verse 
contained  in  these  lessons  ?"  ''What  difficulties  have 
you  found  which  have  not  been  settled  ?"  This 
"Question  Drawer''  feature  will  prove  both  entertaining 
and  useful. 

The  leading  practical  lessons  of  the  quarter  may  be 
thrown  into  a  sort  of  "Bible  reading."  A  prominent 
topic  may  be  selected,  and  each  Sabbath's  selection  be 
made  to  contribute  to  the  enforcement  and  illustration 
of  tliis  topic.  As  teachers  and  scholars  turn  to  given 
texts  and  read  them,  the  superintendent  may  show  their 
relation  to  the  central  thought  of  the  "Bible  reading." 


THE    LESSON    REVIEW.  '  181 

Always  encourage  tlie  infant  class  to  participate  in 
the  general  review  by  the  recitation  of  a  few  verses,  by 
ansAvering  a  few  questions,  and  by  singing  a  song. 

Secure  a  report  from  each  class  as  to  the  scholars  who 
have  faithfully  recited  all  the  Topics,  Golden  Texts, 
Outlines,  etc.,  for  the  quarter*  This  will  form  a  "List 
of  Honor." 

Whenever  practicable  arrange  the  review  of  each 
quarter  into  a  ''Concert-Review  Service"  for  the  profit 
of  the  congregation.  This  may  be  given  on  Sabbath 
evening  instead  of  the  regular  church  service,  subject 
always  to  the  wishes  of  the  pastor.  This  concert  service 
may  comprise  songs,  addresses,  responsive  readings,  and 
class  examinations. 

At  the  "Concert-Review  Service"  the  Scripture  com- 
prising the  lesson  for  a  quarter  may  be  read  respon- 
sively  for  an  opening  exercise.  This  may  be  called  the 
^'Review  Reading." 

The  success  of  the  Sabbath  evening  concert-review 
will  be  greatly  facilitated  by  a  week-evening  rehearsal. 

It  is  not  expected  that  all  the  suggestions  here 
furnished  Avill  be  available  for  all  superintendents,  or 
that  more  than  two  or  three  of  them  can  be  employed 
on  the  same  occasion.  Every  man  has  his  peculiar 
gift.  Let  him  learn  what  it  is,  and  then  employ  and 
improve  it. 

Here  is  a  picture  upon  which  more  than  one  of  us 
raay  have  looked : 

The  superintendent  strikes  his  bell.  Order  is  not 
secured.  The  teachers  and  scholars  still  walk,  talk, 
shuffle  about,  and  read  papers  and  books  at  pleasure. 
The  superintendent  asks  a  question.     [N^obody  answers. 


182         THE  MODERN  SUNDAY  SCHOOL. 

He  repeats  it,  and  scolds  the  school  for  inattention, 
noise,  and  general  neglect  of  preparation.  He  rings  the 
bell  again,  asks  the  question  again,  scolds  again,  elicits 
one  faint  reply,  propounds  question  number  two,  scolds 
the  school,  apologizes  to  visitors  for  the  failure,  stretches 
the  truth  a  little  when  he  says,  'This  is  very  unusual," 
asks  another  question,  talks  tediously  about  some  general 
truth  in  the  lesson,  and  finally  "changes  the  order  of 
exercises."  All  vote  the  general  review  a  bore,  and 
the  superintendent  himself  thinks  it  might  as  well  be 
abandoned.      Carefullv  avoid  such  a  failure  as  this. 

Is^ever  omit  the  ' 'review."  Let  it  be  an  invariable  part 
of  the  programme.  Be  regular  in  requiring  it  every 
week,  and  your  teachers  and  scholars  will  prepare  for  it. 

Be  enthusiastic  in  reference  to  it.  Study  other  men's 
ways  of  conducting  it.  Devise  ways  of  your  own. 
Make  experiments.  Secure  variety.  Put  your  whole 
soul  into  it. 

Be  brief.  A  protracted  review  is  likely  to  be  a  bore. 
Five  minutes  for  a  weekly  review,  eight  or  ten  minutes 
for  the  monthly,  and  twenty  or  twenty-five  for  the 
quarterly.  Be  brief !  Be  brief!  BE  BKIEF  !  When 
you  lose  the  attention  of  the  school — quit.      Quit  before 

that. 

Prepare  for  reviews  at  the  teachers'  meeting  by 
enlisting  the  teachers;  explaining  to  them  your  plans 
and  purposes,  and  eliciting  frank  criticisms  from  them 
upon  your  w^ay  of  conducting  the  Sabbath  reviews. 
Don't  wince  if  they  point  out  your  blunders.  You  are 
not  infallible.  Urge  them  to  prepare  their  scholars  for 
review,  and  from  week  to  w^eek  freely  talk  over  methods 
and  mistakes. 


THE    LESSON    REVIEW.  18Ji 

Use  the  printing-press  in  jour  Sunday-school  work. 
Send  out  circulars  to  parents,  soliciting  their  co-opera- 
tion in  securing  home  preparation  by  the  scholars.  Send 
occasional  circulars  to  the  scholars,  pleading  with  them 
to  study  the  several  elements  of  each  lesson,  and  to  be 
ready  for  the  review — weekly,  monthly,  and  quarterly. 

Let  the  pastor  give  frequent  notice  from  the  pulpit 
of  the  requirements  of  the  review,  urging  parents  and 
scholars  to  give  attention  to  this  important  part  of  the 
Sabbath  study.  A  word  from  the  minister  is  often 
heard  and  heeded  by  those  who  do  not  care  so  much  for 
the  superintendent's  requests. 

Let  the  teachers  in  the  class  exercises  keep  in  mind 
the  coming  review  and  prepare  the  scholars  for  it. 
Especially  on  quarterly  review  day,  let  ten  minutes  at 
least  be  occupied  by  the  teachers  with  their  several 
classes  in  special  preparation. 

When  the  moment  for  review  arrives,  sing  a  single 
verse  of  some  lesson-hymn,  and  sing  it  in  a  lively  way. 
A  song  well  sung  prepares  the  school  for  work. 

See  that  all  ''lesson-leaves"  and  question-books  are 
closed  when  the  examination  commences.  Be  rigid  in 
this.  Allow  no  frauds  in  Sunday-school  recitation  that 
would  be  rebuked  or  punished  even  in  an  ordinary  pub- 
lic school.  Such  laxity  demoralizes  a  Sunday  school. 
Insist  upon  honesty.  Require  the  teacher  to  enforce 
this  rule.     I  cannot  overstate  its  importance. 

Give  the  management  of  the  review  to  the  right  man. 
K'ever  mind  official  position.  Let  the  greatest  in  place 
bow  to  the  greatest  in  tact.  A  plain  teacher  may  some- 
times do  this  work  better  than  pastor  or  superintendent. 

Before  commencing  the  review  secure  perfect  order. 


184         THE  MODERN  SUNDAY  SCHOOL. 

Allow  nothing  to  interrupt  it.  One  thing  at  a  time.  No 
whispering.  Xo  tract  or  paper  distribution.  ISTo  collec- 
tions. Let  the  whole  school  be  silent,  and  attend  to  the 
one  thing — the  lesson  review.  Don't  ask  a  question 
until  this  silence  is  secured. 

Don't  attempt  in  the  review  to  cover  too  much 
ground.  You  cannot  re-teach  all  that  the  teachers  have 
taught.  The  reviewer  has  to  do  with  general  and 
salient  points.  In  a  quarterly  review  go  over  the  whole 
ground  once  in  a  general  way;  then,  if  you  have  time, 
return  and  work  up  the  details  a  little  more  fully.  But 
don't  try  to  do  too  much,  and  always  quit  when  the  time 
is  up. 

Eemember  that  your  object  is  not  entertainment.  It 
is  merely  an  exhibition  of  knowledge.  Nor  is  it  a 
^^drilF'  only.  The  review  is  designed  to  deepen  the 
religious  impressions  which  religious  truth  is  calculated 
to  make.  Enter  upon  the  duty  with  the  zeal  and  faith 
and  honest  purpose  a  minister  should  have  in  preaching 
a  sermon. 

When  you  call  for  an  ansAver  see  that  you  get  it,  and 
that  both  question  and  answer  are  understood  by  the 
whole  school.     Let  both  be  stated  clearlv. 

Call  for  an  answer  from  all.  If  it  must  be  repeated 
a  dozen  times,  so  let  it  be ;  but  do  not  leave  the  question 
until  (from  the  entire  room)  you  have  received  a  round, 
full,  harmonious,  inspiriting  answer.  This,  rightly 
managed,  will  make  music,  and  all  will  enjoy  it.  Insist 
upon  promptness,  accuracy,  distinctness,  and  heartiness. 

Avoid  all  sham  and  pretense.  The  simultaneous 
reply  is  calculated  to  mislead.  It  is  a  useful  method  of 
teaching,    but    remember    that    a    ^^splendid"    concert 


THE    LESSON    REVIEW.  185 

answer  is  not  an  evidence  that  all  in  the  school  are 
familiar  with  the  lesson.  On  the  strong  tide  of  simul- 
taneous response  many  a  blockhead  floats  into  favor. 

Avoid  frivolity.  Be  in  earnest.  Impress  your  pupils 
with  the  sacredness  of  the  place  and  the  day ;  and  while 
you  may  foster  a  spirit  of  cheerfulness,  carefully  guard 
against  all  foolish  jesting  with  things  divine.  A  joke 
that  is  sharpened  with  a  Scripture  text  is  a  sword,  the 
handle  of  which  is  a  blade. 

Treat  all  answers  with  respect.  Don't  turn  a  laugh 
against  the  honest  perpetrator  of  an  erroneous  or  ridicu- 
lous reply.      This  is  cowardly  and  injurious. 

Kindly  restrain  the  bold,  who  answer  too  promptly. 

Tenderly  encourage  the  timid,  who  answer  too  re- 
luctantly. 

Forbearingly  endure  the  obstinate,  who  won't  answer 
at  all.  Subdue  them  by  overlooking  their  silence,  and 
by  speaking  as  kindly  to  them  as  though  they  were  fore- 
most in  reply.  An  obstinate  child,  once  convinced  that 
his  voice  is  not  missed  by  his  teacher,  will  begin  to  use 
it  to  the  best  of  his  ability. 

Train  your  older  scholars  to  ansAver.  Young  men 
answer  boldly  in  college  classes,  singly  or  in  concert,  and 
lose  no  sense  of  dignity  thereby.  Let  the  teachers  set 
the  example.  Whenever  the  superintendent  desires  it, 
let  them  answer  the  questions  he  puts  to  the  school,  that 
the  older  scholars  may  be  assured  that  the  service  is  not 
^^all  and  only  for  children." 

If  you  have  addresses  in  school,  let  them  be  in  the 
line  of  the  lesson  for  the  day. 

Use,  but  don't  abuse,  the  blackboard.  Use  it  every 
Sabbath  if  you  can  thereby  the  better  review  the  lesson. 


186         THE  MODERN  SUNDAY  SCHOOL. 


Be  willing  to  have  it  stand  one  ''day  without  a  line 
rather  than  use  it  so  as  to  divert  attention  from  the 

TRUTH. 

Let  the  last  words  of  all  reviews  be  well  chosen,  and 
the  most  effective.  Give  a  striking  illustration,  and 
frequently  close  with  a  practical  question  to  which  you 
ask  no  immediate  reply.  An  interrogation  point  is  very 
often  a  good  point  to  leave  with  a  school  or  congregation. 

Follow  the  review  Avith  a  brief  prayer.  Lead  a 
thoughtful  school  to  the  mercy-seat  in  fervent  pleading 
for  God's  blessing  on  the  service  and  on  the  truth 
taught. 


GRADATION.  187 


CHAPTER  XII. 

GRADATION. 

The  Sunday  school  is  a  school.  There  are  strong  ar- 
guments, elsewhere  adduced,  for  so  far  modifying  tho 
title  of  at  least  one  department  now  included  under  the 
general  name  of  Sunday  school,  as  to  adapt  it  to  a  cer- 
tain class  of  young  people;  but,  in  fact,  the  Sunday 
school  is  and  must  be  a  school. 

It  ranks  with  the  secular  school  so  far  as  its  methods 
are  concerned,  modified,  of  course,  by  the  different 
themes  and  text-books  which  we  employ;  but  the  mem- 
ory, the  attention,  the  self-activity,  the  voluntary  disci- 
pline, the  thorough  recitation,  the  careful  examination, 
the  frequent  review,  all  of  which  are  necessary  to  the 
acquisition  of  secular  knowledge,  must  find  their  place 
in  that  school  where  the  Word  of  God  is  to  be  studied 
and  tauglit  for  the  intellectual  and  spiritual  profit  of 
old  and  young. 

There  is  an  educational  element  in  the  Sunday  school, 
and  there  must  be  organization,  management,  and  in- 
struction after  the  manner  of  the  day  school,  and  these 
should  be  such  as  have  been  approved  by  the  wisest  and 
most  experienced  secular  teachers. 

The  Sunday  school  must  differ  from  the  secular 
school  in  several  respects :  in  the  necessary  inf requency 
of  recitations  (one  each  week),  the  lack  of  authority 
which  gives  such  powder  to  the  day  school,  the  pre-emi- 


188         THE  MODERN  SUNDAY  SCHOOL. 

nence  given  to  the  moral  and  sj^iritual  aims,  and  the  rec- 
ognized dependence  upon  divine  aid.  The  work  is  not 
so  much  that  of  developing  nature  as  it  is  of  promoting 
the  gracious  element  in  the  soul  and  of  educating  the 
natural  powers  under  the  presence  and  influence  of 
divine  grace.  The  natural  power  and  the  natural  order 
are  not  to  be  ignored. 

Illiterate  men,  who  know  absolutely  nothing  of  nor- 
mal methods,  have  sometimes  been  eminently  successful 
both  in  preaching  and  in  teaching.  But  this  is  no 
argument  against  the  observance  of  natural  law  in  spir- 
itual work.  Such  men  often  follow  the  most  thorougli 
methods,  although  they  know  nothing  of  the  laws  in- 
volved. There  is  a  sort  of  instinct  in  love  which  makes 
teachers.  Common  sense,  a  knowledge  of  human  na- 
ture, and  a  heart  full  of  love,  will  develop  a  teaching 
power  which  would,  however,  in  every  case  be  increased 
by  a  larger  acquaintance  with  the  principles  and  meth- 
ods of  teaching.  Love  in  the  teacher  of  geology  will 
give  him  a  degree  of  power.  But  there  is  a  wise  way  of 
teaching  geology,  and  the  best  teachers  are  those  who 
find  it  out  and  employ  it. 

The  religious  objects  of  the  Sunday  school  give  its 
educational  element  peculiar  advantage.  It  associates 
itself  with  the  moral  and  spiritual  elements,  and  thus 
tends  to  a  symmetrical  culture.  It  connects  "the  good, 
the  true,  and  the  beautiful."  Communicating  knowl- 
edge, impressing  the  conscience,  winning  the  affections, 
subduing  and  controlling  the  will,  moulding  the  char- 
acter, and  improving  the  life,  it  emphasizes  the  moral 
and  spiritual,  as  being  of  vastly  greater  importance,  and 
as  being  preliminary  to  all  other  culture.     It  furnishes 


GRADATION.  189 

the  suhlimest  themes  which  the  human  mind  can  con- 
template. It  furnishes  the  noblest  inspirations  which 
can  possess  a  souL  It  furnishes  the  choicest  associa- 
tions  in  the  pursuit  of  knowledge.  The  Sunday-school 
scholar  comes  in  contact  with  refined  and  cultivated  peo- 
ple. It  comprises  a  longer  period  of  life  and  study 
than  the  best  secular  school.  One  need  never  graduate 
from  its  associations  and  advantages. 

It  is  a  lamentable  fact  that  our  modern  Sunday 
school  is  too  superficial.  I  believe  it,  on  the  whole,  to 
be  better  now  than  ever,  although  in  all  stages  of  Sun- 
day-school history  from  the  ver}^  beginning  we  might 
find  examples  of  administrative  and  instructional 
method  quite  equal  to  the  best  that  we  have  to-day.  I 
believe  that  there  is  now  a  more  widespread  and  general 
interest  in  the  Sunday  school  as  a  scJiool  than  ever  be- 
fore ;  but  I  repeat  the  fear  just  expressed,  that  the  Sun- 
day-school instruction  of  to-day  is  too  superficial. 

This  is  unfortunate,  because  never  were  our  secular 
schools  more  attentive  to  method  and  to  thoroughness  of 
work  than  uoav,  and  the  contrast  between  the  school  of 
the  week  day  and  the  school  of  Sunday  must  work  to  the 
disadvantage  of  pupils  in  both  institutions.  The  prob- 
lem before  us  is:  How  to  increase  and  intensify  the 
educational  element  in  the  Sunday  school. 

There  are  several  features  in  the  educational  system 
of  the  secular  school  which  may  be  appropriated  by  the 
Sabbath  school,  such  as  the  school  system  in  organiza- 
tion, administration,  instruttion,  examinatio7i  and  re- 
ports,  the  school  curriculum,  the  school  gradation,  and 
the  school  spirit. 

All  these  elements  must,  of  course,  be  modified  by  the 


lUO         THE  MODERN  SUNDAY  SCHOOL. 

2>eciiliar  ends,  aims,  and  inspirations  which  belong  to 
the  Sabbath  schooL 

I  call  attention  in  this  chapter  to  tlie  grading  of  the 
Sunday  school.  Now,  a  school  left  to  itself  will  grade 
itself  after  a  fashion,  and  that  not  a  very  bad  fashion. 
Age  Avill  draw  the  line  first.  The  relative  attainments 
of  pupils  will  in  a  general  way  fit  in  with  the  gauge  of 
the  years.  Thus  the  most  unorganized  school  will  have 
an  infant  department,  a  children's  department,  a  young 
people's  department,  and  an  old  folks'  department. 
There  you  have  it  all  done  for  you,  by  simply  trusting 
to  the  natural  instincts  of  people.  You  may  stretch 
other  lines,  and  build  steps  and  platforms  across  these 
general  sub-divisions,  if  you  find  that  you  can  afford  to 
do  it.  And  soon  you  will  have  primary  infant  and  sec- 
ondary infant,  or  intermediate ;  first  children's  grade 
and  second  children's  grade ;  junior  youths  and  senior 
youths ;  then  special-class  normal  for  those  who  are  pre- 
paring to  teach ;  special  adult  classes  for  those  who  want 
to  study  the  Word  conversationally,  critically,  and  con- 
nectedly ;  and  special  lecture-class,  as  I  have  for  years 
called  it,  for  those  who  would  like  to  receive  instruction 
from  a  wise  and  agreeable  lecturer,  but  who,  for  some 
reason,  are  unwilling  to  submit  to  the  questioning  of 
the  lecturer  in  an  ordinary  Bible  class.  After  this 
come  in  advanced  week-evening  classes  in  Biblical 
knowledge,  historical,  geographical,  doctrinal,  exeget- 
ical,  with  classes  in  church  history,  denominational 
church  life,  or  other  lines  of  religious  study.  In  con- 
nection with  the  school  may  be  organized  special  grades 
or  departments  for  Saturday  afternoons,  or  at  other 
times,  designed  to  teach  the  catechism  of  the  church. 


GRADATION.  191 

juvenile  lessons  in  Bible  history  and  geography  and 
church  missionary  work. 

The  following  plan  I  had  the  honor  to  submit,  in 
1875,  to  the  Brooklyn  (N.  Y.)  Sunday-School  Union 
Institute : 

1.  The  Primary  or  Infant.  Made  up  of  the  non- 
reading  pupils,  usually  averaging  from  five  to  eight 
years  of  age. 

2.  The  Intermediate  or  Elementary  pupils.  From 
eight  to  ten. 

3.  The  Third  Grade  or  Junior.    From  ten  to  fifteen. 

4.  The  Senior  Grade.  This  includes  the  older  pupils, 
and  embraces  the  lecture-class. 

5.  The  Normal  Grade.  Made  up  of  two  classes  of 
pupils — the  candidates  for  the  teacher's  office,  who  form 
a  sort  of  preparatory  normal  class,  and  those  who  give 
attention  especially  to  the  study  of  methods  and  to 
actual  practice  in  teaching.  To  this  latter  division  of 
the  normal  department  the  regular  teachers  of  the 
school  should  belong,  at  least  until  they  have  completed 
the  course  of  study  required. 

6.  The  Sixth  or  Permanent  Grade.  This  will  em- 
brace all  who  have  passed  the  preceding  grades,  or  who 
on  account  of  good  scholarship  shall  be  elected  by  the 
proper  officers  or  board  of  the  school.  This  grade  is 
designed  to  hold  its  members  for  life.  It  is  to  be  the 
very  highest  department  of  the  school,  and  may  from 
time  to  time  add  to  its  list  of  members  distinguished 
names  who  may  thus  contribute  to  the  exaltation  of  the 
Sunday-school  work  and  its  increased  influence,  espe- 
cially over  the  ambitious  and  growing  youth  of  the  land. 

One   of   the   most   thoroughly   organized   schools   in 


192  THE    MODERN    SUNDAY    SCIIOOl.. 

America  is  that  of  the  late  Hon.  Lewis  Miller,  in  Akron, 
O.,  to  which  I  have  already  alluded.  In  the  account 
of  his  school  by  the  teacher  of  his  normal  department, 
published  in  the  Normal  Class  in  1875,  I  find  the  fol- 
lowing report  of  the  system  of  gradation : 

^'For  a  few  minutes  we  will  notice  the  different 
grades,  having  special  permission  to  pass  into  the  rooms, 
while  ordinary  visitors  can  only  look  in  through  the 
ample  glass  windows.  In  the  infant  department  over 
a  hundred  bright  faces  greet  us,  varying  from  three  to 
eight  years.  Active,  restless,  but  sparkling,  they  are 
waiting  the  fulfilment  of  the  Saviour's  command,  'Feed 
My  lambs.'  There  is  no  routine  of  recitation  here.  If 
you  notice  carefully  the  method  of  developing  the  lesson 
on  one  Sabbath,  you  may  be  sure  the  method  will  be 
varied  on  the  next.  The  children  are  entertained  and 
rested  by  singing,  in  which  they  can  engage  without 
disturbing  the  rest  of  the  school.  The  theme  for  in- 
struction is  the  same  as  that  of  the  entire  school, 
only  the  milk  of  the  Word  is  given  by  their  judicious 
teacher. 

'^Passing  to  the  intermediate  department,  we  find  a 
grade  of  scholars  from  eight  to  twelve  that  are  taught, 
in  addition  to  the  regular  lesson,  the  main  truths  of  the 
church  catechism ;  it  being  the  superintendent's  opinion 
that  here  the  general  doctrines  of  the  church  can  be  in- 
delibly impressed  on  the  child's  memory,  although  it 
may  be  years  before  they  are  fully  understood. 

''The  youths'  department  consists  of  two  grades,  one 
occupying  the  main  room,  where  there  are  about  eight 
pupils  in  a  class,  and  the  other  occupying  eight  of  the 
class-rooms,   and  varying  in  number   from   twelve  to 


GRADATION.  193 

twenty.      These  divisions  differ  only  in  the  age  of  the 
pupils  and  method  of  instruction. 

''The  normal  department,  but  recently  organized, 
nmnbers  fifty  young  ladies  and  gentlemen.  They  have 
commenced  the  course  prepared  by  Dr.  Vincent,  and  not 
only  expect  the  diploma  he  awards  to  the  successful 
student,  but  one  that  is  to  be  specially  engraved  for  the 
Akron  school.  After  graduation,  if  there  is  no  class 
ready  for  them  to  teach,  they  will  pass  into  the  adult 
Bible  department,  which  is  composed  of  three  classes — 
one  for  young  people,  two  for  those  more  advanced  in 
life,  the  fathers  and  mothers  in  Israel. 

"After  forty  minutes  for  the  special  work  of  the 
teachers  has  passed,  a  signal  calls  the  attention  to  the 
desk.  The  doors  are  folded  back,  the  few  chairs  are 
turned,  and  in  from  one  to  two  minutes,  without  con- 
fusion, the  school  is  ready  for  general  exercises.  These 
consist  in  questions  and  answers  concerning  the  lesson ; 
an  appropriate  blackboard  exercise;  reviews,  remarks 
from  visitors,  pastor,  or  superintendent;  a  song  from 
the  school,  or  from  a  class  appointed  for  that  purpose ; 
and,  it  may  be,  the  reading  of  an  obituary  of  some  loved 
member  taken  later  to  the  upper  congregations.  The 
secretary  then  reports  the  number  of  male  and  female 
pupils,  respectively,  in  each  department,  and  the  mmi- 
ber  of  teachers,  officers,  and  visitors.  Doxology  and 
benediction  follow,  and  the  large  doors  are  thrown  open, 
permitting  the  scholars  to  pass  out  with  ease  and  quiet- 
ness. The  average  attendance  for  the  past  year  was  five 
hundred  and  five." 

The  article  continues:  ''In  conclusion,  I  will  give  a 
brief  outline  of  the  course  of  study  to  which  Mr.  Miller 
13 


194         THE  MODERN  SUNDAY  SCHOOL. 

is  trying  to  bring  the  school.  All  classes  study  the 
International  Series.  In  the  infant  class  special  atten- 
tion is  given  to  the  story,  the  pupils  remaining  there 
four  years.  In  the  intermediate  the  historical  parts  are 
dwelt  upon  in  connection  with  the  catechism,  pupils 
remaining  three  years.  Four  years  are  allotted  to  the 
first  division  of  the  youths'  department,  where  the 
lesson  with  all  its  contexts  is  read.  Three  years  for  the 
second  division,  where  various  analvses  of  the  lesson 
are  produced.  Then  the  pupils  at  the  average  ago  of 
eighteen  years,  having  gone  through  the  Bible  twice, 
enter  the  normal  class,  where  methods  and  outside  evi- 
dences are  taught.  Then  those  not  having  classes  pass 
into  the  Bible  department,  which  is  synthetical  in  its 
character,  including  all  of  the  preceding  in  its  search 
for  the  deep  things  of  God.  In  all  departments  the 
practical  truths  of  the  lesson  that  tend  to  make  the 
learner  wise  unto  salvation  are  pressed  home  upon 
the  consciences. 

^'This  course  is  still  to  a  large  extent  theoretical, 
requiring  time  to  bring  it  to  perfection." 

In  the  early  years  of  my  ministry  I  worked  in  the 
Sabbath  schools  of  my  several  churches,  both  as  pastor 
and  as  assistant  superintendent.  In  those  years  I  devel- 
oped a  scheme  of  gradation  or  classification  which 
proved  most  successful  in  inciting  children  to  study,  in 
retaining  the  youth,  and  in  attracting  to  the  school  and 
church  the  older  people.  I  did  not  separate  the  school 
from  the  church,  but  made  it  simply  a  department  of  the 
church.  The  uniform  lesson  was  almost  invariably  em- 
ployed, except  in  the  infant  class.  I  had  in  1853  and 
1854  a  regular  graded  church  catechism  department;  in 


GRADATION.  195 

1855  and  185 G  I  added  a  Saturday  afternoon  class  in 
Bible  history  and  geography,  which  comprised  five 
grades;"^  in  1857  to  the  catechism  and  Biblical  history 
classes  I  added  a  thorough  normal  class,  with  studies  in 
the  theory  and  practice  of  Sunday-school  teaching  and 
in  the  Holy  Scriptures.  A  popular  Bible  class  on  one 
evening  of  the  week;  courses  of  short  lectures  on  early 
church  history;  probationers'  classes,  for  the  training 
of  candidates  for  membership  in  the  church;  special 
sermons  on  church  doctrines,  and  other  devices  and 
provisions,  gave  to  the  whole  church  an  interest  in  Bible 
study,  church  history,  denominational  work,  and  espe- 
cially in  the  Sunday  school  as  an  organic  part  of  the 
whole  church  life  and  order.  Graduation  from  plane 
to  plane  was  a  necessity  of  growth ;  and  in  such  scheme 
of  gradation  I  heartily  believe  to-day. 

It  is  easily  possible  to  apply  too  rigidly  a  system  of 
classification  to  a  Sunday  school.  This  is  to  be  scrupu- 
lously avoided.  One  of  the  mightiest  factors  in  our 
Avork  is  the  personal  influence  of  the  teacher.  Better 
fracture  a  stereotyped  law  of  promotion  than  sever  pupil 
and  teacher  in  Sunday  school,  who  are  bound  by  cords 
of  mutual  confidence  and  affection.  The  system  of  the 
day  school  must  not  be  allowed  to  mar  the  more  delicate, 
sacred,  and  potent  relationships  of  teacher  and  pupil  in 
the  church  of  God. 

It  may  interesting  to  read  the  following  editorial 
report  of  a  Jewish  Sunday  school,  made  by  the  author 
several  years  ago.  It  gives  an  illustration  of  the  educa- 
tional feature : 

^On  Eifth  Avenue,  'New  York,  in  the  immense  and 

*  See  Appendix  F. 


i't 


190         THE  MODERN  SUNDAY  SCHOOL. 

elegant  Jewish  Temple  Emanu-el,  a  Siniday  school  is 
held  every  week,  which  deserves  the  title  its  founders 
gave  it,  'The  School  for  Religions  Instruction.' 

''Of  course  it  is  not  a  Sunday  school  for  Christian 
children.  It  is  a  Jewish  institution.  It  has  no  Lord 
Jesus  Christ  in  its  creed  nor  in  its  worship,  except  as  it 
teaches  of  the  Messiah  yet  to  come.  It  does  not  believe 
in  the  dispensation  of  the  Holy  Spirit  in  the  sense  in 
which  we  believe  in  it ;  but  in  the  system  of  instruction 
and  of  organization  and  administration  which  it  has 
adopted  we  may  learn  many  things  to  our  profit.  Per- 
haps, indeed,  there  is  too  much  of  the  routine  and 
method  of  the  public  school,  and  too  little  of  the  freedom 
and  flexibility  of  the  religious  school,  in  which  a  gospel 
of  life  and  hope  and  joy  is  taught ;  but  such  as  it  is,  the 
school  of  the  Temple  Emanu-el  is  w^orthy  of  a  place 
among  our  noted  and  well-conducted  schools.  It  has 
much  that  is  w^orthy  of  admiration  and  of  imitation. 

''We  need  not  give  a  description  of  the  elegant  temple 
in  which  this  school  is  held.  Its  basement  is  fitted  up 
specially  for  school  purposes,  having  a  large  number  of 
class-rooms  in  which,  during  the  lesson  hour,  the  classes 
may  meet  by  themselves,  free  from  all  interruption. 
On  the  occasion  of  our  visit  the  main  hall  was  empty, 
all  the  classes  being  in  their  several  rooms ;  and  when, 
at  the  signal  for  the  reassembling,  the  large  lecture  hall 
filled  up,  w^e  wondered  where  the  multitude  could  have 
been  scattered.  A  visit  through  the  building  answered 
the  query. 

"The  school  is  under  the  control  of  a  committee  of 
gentlemen,  the  Rev.  Dr.  Gottheil,  the  rabbi  in  charge 
of  the  temple,  being  superintendent.     This  committee 


GRADATION.  197 

has  a  room  handsomely  furnished,  in  which  the  business 
meetings  are  held,  and  where,  during  the  school  exer- 
cises, several  of  the  members  may  be  found.  Of  course, 
it  did  seem  a  little  singular  to  us  to  find  three  or  four  of 
these  gentlemen  smoking  as  they  attended  to  the  business 
of  the  school  referred  to  them,  answering  questions  of 
juvenile  messengers,  administering  a  word  of  rebuke  to 
pupils  who  had  been  sent  to  them  for  discipline,  etc. 
But  gentlemen  they  were  all  in  bearing  and  spirit. 
They  seemed  to  have  watched  the  Sunday-school  work 
of  their  Christian  neighbors,  and  to  be  somewhat  inter- 
ested in  the  international  scheme  of  lessons.  They 
seemed  to  take  pleasure  in  showing  us  about,  and  in 
explaining  their  plan  of  work.  We  visited  several  of 
the  classes,  which  are  much  larger  than  ours  usually  are, 
and  in  which  the  methods  of  instruction  adopted  in  the 
secular  school  prevail.  In  one  class  we  found  one  of 
the  committee  examining  the  children  in  Old  Testament 
history.  He  elicited  from  the  little  fellows  the  story 
of  Lot.  These  little  Hebrew  learners  seemed  to  be 
familiar  with  the  entire  story.  The  school  had  no  uni- 
form lesson  system.  There  are  classes  in  Hebrew,  in 
Biblical  history,  and  in  post-Biblical  history.  They 
also  have  classes  in  music.  Some  of  the  teachers  are 
paid. 

^'When  the  bell  sounded  for  the  first  grade  of  scholars 
to  enter  the  hall  after  the  class  recitations  were  over,  the 
piano  accompanied  their  entrance  with  a  march.  After 
the  school  had  all  assembled  and  perfect  silence  w^as 
secured,  the  rabbi.  Dr.  Gottheil,  gave  the  school  a  very 
short  lecture  based  upon  an  incident  in  the  Bible  record 
of  Cain  and  Abel.     It  was  interesting  and  profitable. 


198         THE  MODERN  SUNDAY  SCHOOL. 

He  illustrated  the  practical  lesson  drawn  from  it  by  a 
tradition  or  two  from  the  Talmud.  The  singing  of  the 
school  was  fine. 

^^An  idea  of  the  organization  and  practical  working 
of  this  school  may  be  gathered  from  the  following  rules 
and  regulations:  1.  For  the  observance  of  parents  and 
pupils ;  2.  For  the  observance  of  teachers. 

"  ^I.  Rules  and  Regulations. — Pupils  and  their 
Parents  or  Guardians. — 1.  The  regular  school  hours 
for  religious  instruction  are  from  ten  to  twelve  o'clock 
on  Sunday  morning ;  for  Hebrew,  Sabbath  and  Sunday 
from  nine  to  ten.  2.  Applications  for  admission  to  the 
classes  for  religion  will  be  received  by  the  school  com- 
mittee on  the  first  Sunday  in  September,  and  in  each 
succeeding  month  up  to  the  last  Sunday  in  December ; 
but  admission  to  the  Hebrew  classes  cannot  be  obtained 
after  the  last  Sundav  in  N^ovember.  Children  under 
eight  years  of  age,  wdio  are  unable  to  read  English  with 
tolerable  fluency,  cannot  be  admitted.  3.  It  is  of  great 
importance  that  all  pupils  be  in  attendance  from  the 
opening  day  of  the  school,  as  the  recitations  commence 
at  once,  and  are  continued  in  regular  succession  without 
much  chance  for  absentees  to  recover  their  losses  and  fill 
up  gaps.  As  the  time  at  our  disposal  is  very  limited, 
while  the  field  which  pupils  have  to  traverse  is  extensive, 
the  utmost  economy  in  time  is  imperatively  demanded. 
For  the  same  reason,  parents  and  guardians  are  ear- 
nestly requested  not  to  detain  the  pupils  from  attend- 
ance on  any  but  the  most  urgent  causes,  nor  to  prevent 
their  punctual  appearance  in  the  class-room  by  emjdoy- 
ing  them  for  errands  during  part  of  the  school  hours.  4. 
Pupils  are  required  to  be  in  attendance  at  least  ten  min- 


GRADATION.  199 

utes  before  the  commencement  of  the  exercises,  and  to 
take  their  places  quietly  and  decorously  on  entering. 
Loitering  around  the  school  premises  while  coming  to 
or  going  from  school  is  strictly  prohibited.  Pupils  are 
particularly  enjoined,  while  marching  from  room  to 
room,  not  to  break  the  line  of  march,  nor  to  cause  any 
noise  by  running,  boisterous  walking,  stamping,  etc. 
5.  On  entering  the  class-rooms,  pupils  will  at  once  take 
the  places  assigned  to  them,  and  neither  change  nor 
leave  them  without  permission,  nor  loiter  in  the  hall 
when  permitted  to  leave  the  room  temporarily.  Talk- 
ing and  prompting  during  the  instruction  are  strictly 
prohibited.  6.  Gentleness  and  politeness  of  manners 
are  expected  in  every  pupil,  to  which  must  be  added 
prompt  obedience  to  teachers  and  school  officers.  Any 
continual  want  in  these  qualities  will  tell  against  the 
pupil's  standing  in  the  school,  and  may  even  lead  to  sus- 
pension or  expulsion.  7.  The  pupils  are  further  ex- 
pected to  come  well  prepared  for  their  school  lessons  by 
diligent  study  at  home,  and  to  pay  close  and  undivided 
attention  to  instruction  and  recitation.  8.  Lateness  or 
absence  from  school  shall  be  excused  on  account  of  sick- 
ness or  other  unavoidable  circumstances,  of  w^hich 
written  notice  to  the  teacher  shall  be  given  by  parents  or 
guardians.  Otherwise  marks  of  demerit  will  be  entered 
into  the  roll-book  against  the  absentee.  In  case  of  con- 
tinued neglectfulness,  the  pupil  will  be  dismissed  for 
the  term  bv  decree  of  the  school  committee.  9.  The 
pupils  Avill  receive  bi-monthly  reports  of  their  conduct 
and  application  for  the  inspection  of  parents  or  guar- 
dians, who  are  requested  to  sign  the  reports  on  presenta- 
tion and  return  them,  by  the  pupils,  to  the  teacher.    The 


200         THE  MODERN  SUNDAY  SCHOOL. 

return  must  be  made  within  a  fortnight.  10.  The 
superintendent  and  committee  wish  it  to  be  understood 
that  they  are  determined  to  secure  strict  compliance 
with  the  foregoing  or  any  other  rules  or  regulations 
they  may  think  proper  to  adopt  for  the  successful  con- 
duct of  the  schools,  by  all  the  means  in  their  power ; 
they  appeal  to  parents  and  guardians  for  their  co-opera- 
tion, trusting  that  they  w^ill  impress  those  under  their 
charge  with  the  sacredness  of  the  work  at  the  school  and 
the  high  import  of  the  objects  taught  therein,  for  then 
only  can  they  hope  to  achieve  what  they  have  earnestly 
at  heart — a  sound  and  effective  religious  training  of  our 
youth  in  the  doctrines  and  principles  of  our  ancestral 
religions ! 

"  ^Confirmation  Classes. — 1.  Pupils  intending  to 
enter  these  classes  must  provide  themselves  with  a 
written  notice  to  that  effect  from  parents  or  guardians, 
must  have  passed  their  thirteenth  birthday,  and  must 
have  reached  the  entrance  standard  of  the  first  class.  2. 
They  must  be  able  to  satisfy  the  minister  as  to  their 
general  standing  in  the  school.  Any  serious  shortcom- 
ing either  in  conduct  or  application,  or  want  of  earnest- 
ness and  appreciation  of  the  import  of  religious  studies, 
incapacitates  a  pupil  for  admittance  to  the  confirmation 
class.  Should  such  deficiencies  become  apparent  in  the 
course  of  instruction,  the  pupil  will  not  he  permitted  to 
receive  the  rite  of  confirmation  during  that  year,  but 
will  have  to  continue  the  preparation  for  another  school 
term.  3.  The  confirmation  class  of  the  girls'  department 
will  assemble  on  Tuesdays,  and  that  of  the  boys'  depart- 
ment on  Thursdays,  at  four  o'clock,  to  begin  on  the  first 
week  of  January. 


gradatioin".  201 

"  ^11.  Rules  ais^d  Regulations  for  the  Observ- 
ance OF  Teachers. — 1.  Teachers  shall  be  at  their  post 
at  least  ten  minutes  before  the  opening  of  the  classes  or 
exercises.  They  shall  keep  their  roll-books,  and  mark 
therein  the  attendance,  deportment,  and  merits  of  pupils 
in  accordance  with  the  rules  prescribed  by  the  school 
committee ;  they  shall  always  have  them  written  up  care- 
fully and  correctly,  and  keep  them  on  their  desks  during 
school  hours  for  the  inspection  of  the  school  committee. 
Teachers  of  Hebrew  classes  will  keep  a  separate  roll- 
book  for  that  branch  of  instruction.  They  shall  take 
care  of  the  contents  of  their  desks,  and  of  all  other 
property  and  effects  belonging  to  the  class-room,  and 
shall  see  to  it  that  they  are  not  damaged  by  the  pupils. 

2.  N^o  pupil  shall  be  enrolled  into  any  class  except  upon 
the  presentation  of  a  check  signed  by  the  superintendent 
or  a  member  of  the  school  committee.  These  checks 
must  be  preserved  by  the  teachers  until  the  close  of  the 
school  year;  in  case  of  removal  of  pupils  to  another 
class,  their  checks  must  be  delivered  to  them  and  taken 
by  them  into  the  new  class.  The  date  and  cause  of 
transfer  must  be  mentioned  thereon.  Upon  entering  the 
names  of  pupils  on  the  roll-book,  the  teacher  will  ar- 
range them  in  alphabetical  order ;  he  will  write  out  each 
name  in  full,  and  be  careful  that  it  is  properly  spelled. 

3.  Whenever  a  pupil  is  removed  from  any  class,  or 
leaves  the  school  entirely,  the  teacher  shall  make  a 
memorandum  thereof  on  his  roll-book,  and  mention  it 
in  his  general  report  to  the  school  committee.  4.  The 
following  reports  shall  be  prepared  by  the  respective 
teachers:  a.  Absentee  Reports. — Whenever  a  pupil 
shall  have  been  absent  for  two  successive  weeks  without 


202         THE  MODERN  SUNDAY  SCHOOL. 

a  satisfactory  excuse,  the  teacher  shall  make  an  entry 
thereof  upon  one  of  the  absentee  blanks  provided  for 
that  purpose,  and  send  it  to  the  committee-room.  h.  Bi- 
monthly Reports. — To  be  sent  to  parents  or  guar- 
dians for  examination  and  signature.  These  reports 
shall  be  prepared  at  the  end  of  every  second  month,  in 
accordance  with  the  established  rules  of  the  school. 
c.  The  General  Report. — This  report  shall  be  pre- 
pared for  the  use  of  the  School  Board  at  the  end  of 
each  month,  and  contain  a  statement  of  the  total  marks 
attained  by  each  pupil  during  the  past  month.  These 
reports  shall  be  prepared  regularly  at  the  specified  time, 
and  in  manner  and  form  as  prescribed  by  the  School 
Board  ;  they  shall  be  prepared  separately  for  the  Hebrew 
and  for  the  religious  classes,  except  the  bi-monthly  re- 
port to  parents,  which  the  pupils,  after  having  received 
from  their  teacher  in  the  religious  class,  and  before 
taking  home,  shall  be  required  to  submit  to  the  teacher 
of  their  Hebrew  class,  who  shall  insert  therein  their 
standing  in  that  branch.  5.  A  teacher  being  absent 
from  his  post  without  satisfactory  excuse,  w^ill  lose  one 
week's  salary  for  every  such  absence.  6.  When  the 
pupils  are  assembled  in  the  lecture-room,  they  are  under 
the  direction  of  the  superintendent  or  his  substitute. 
The  teachers  are  expected  to  remain  with  their  respec- 
tive classes,  and  to  assist  in  maintaining  quiet,  order, 
and  prompt  attention  to  the  signals  given  from  the  su- 
perintendent's desk.  7.  When  in  their  respective  class- 
rooms, the  pupils  are  under  the  sole  and  entire  control 
of  the  teacher ;  he  alone  is  then  responsible  for  the  dis- 
cipline. 8.  The  means  in  the  power  of  the  teacher  for 
the  maintenance  of  discipline  are:  (1)  admonition;  (2) 


GRADATION".  203 

marks  and  tasks;  (3)  complaint  to  the  school  commit- 
tee. 9.  In  case  earnest  and  repeated  admonition  prove 
ineffective,  the  teacher  punishes  misconduct  bj  taking 
off  marks  of  merit  if  there  are  any;  and  if  not,  by  re- 
cording demerits.  He  mav  also  impose  tasks  in  writ- 
ing. Of  such  tasks  a  note  is  to  be  made  in  the  last 
column  of  the  roll-book.  10.  Should  all  these  means 
prove  ineffective,  the  teacher  will  then  send  the  refrac- 
tory pupil  to  the  committee,  with  a  statement  of  his 
complaint  in  writing  (on  the  forms  provided  for  such  a 
case),  and  await  the  action  of  the  same.  11.  The  fore- 
going rules  and  regulations  are  laid  down  for  teachers 
of  Hebrew  as  wtII  as  those  of  religious  classes ;  their 
strict  and  faithful  execution  is  necessary  to  the  proper 
management  of  the  school.  A  violation  of,  or  non-com- 
pliance with,  any  one  of  them  will  be  regarded  as  a 
breach  of  the  contract  existing  between  the  school  com- 
mittee and  the  teacher.  By  order  of  the  School  Board.' 
'^We  present  this  account  of  a  Jewish  Sunday  school. 
It  is  especially  interesting,  as  it  shows  the  close  con- 
nection between  the  school  and  the  f amilv,  and  reminds 
us  of  the  strictness  with  which  the  Jcavs  of  all  ages  have 
trained  their  childr£n  in  their  ancestral  faith.  Our 
memories  of  the  Sunday  spent  in  Emanu-el  are  very 
delightful,  and  our  prayer  is  that  this  most  excellent 
school  may  continue  to  prosper,  and  its  members  come 
one  day  with  us  to  see  Him  who  is  our  King — the  Lord 
Jesus  Christ — the  end  of  all  the  law  and  of  all  the 
ceremonies  which  the  devout  Jews  of  all  ages  have  held 
so  dear.'' 


204  THE  MODERN  SUNDAY  SCHOOL. 


CHAPTEK  XIII. 

THE    PRIMAEY    CLASS. 

The  primary  teacher's  work  is  delicate  and  impor- 
tant. There  are,  however,  extravagant  statements  made 
concerning  the  power  of  infant  training,  based  upon 
certain  errors  to  which  I  call  attention.  All  the  possi- 
bilities of  life  are  not  wrapped  np  in  infancy.  Early 
impressions  have  great  power,  but  failure  in  childhood 
is  not  necessarily  failure  for  all  time.  There  is  a  differ- 
ence between  physical  breakage  and  moral  deflection. 
The  delicate  vase,  once  shattered,  can  never  be  restored, 
but  a  plant  misdirected  or  injured  may  yet  grow  into 
strength  and  beauty.  There  is  a  persistency  of  cor- 
rective power  in  the  life-force.  There  is  a  boundless- 
ness of  grace  in  the  infinite  heart  of  God.  There  is  a 
vigilant  and  tender  providence  by  which  God  leads  souls 
through  the  years,  out  of  sin  into  virtue.  He  respects 
freedom,  and  teaches  as  souls  will  receive  teaching.  It 
sometimes  seems  to  require  a  lifetime  to  lead  a  soul 
into  the  way  and  the  peace  of  the  Lord.  The  final  re- 
sults of  the  divine  treatment  may  not  be  achieved  until 
heads  are  silvered  w^ith  age.  Time  is  an  important 
element  in  soul-guidance  and  culture.  And  it  is  possi- 
ble to  neutralize  early  errors — at  least  to  a  great  extent. 
But  it  is  better  not  to  err. 

The  work  of  grace  depends  upon  personal  acceptance. 
You  are  not  working  among  laws  of  physical  dynamics. 


THE    PKIMARY    CLASS.  205 

You  cannot  always  be  sure  how  or  when  results  will  be 
secured,  or  whether  certain  results  will  be  reached  at  all. 
You  cannot  peer  into  the  mysteries  of  divine  control  or 
of  human  volition.  A  child  trained  up  well  will  become 
an  adult  well  trained.  "Train/'  and  ''train  up" — all 
the  way  up.  Begin  at  the  beginning  and  keep  at  it  all 
the  way  ''up."  There  is  a  law  of  success  in  spiritual 
training,  but  it  is  for  us  to  heed  the  practical  side  of  the 
statement  and  "train"  the  candidate,  always  remember- 
ing the  force  of  "train  upf  and  not  contenting  ourselves 
with  "early  training"  alone,  as  though  that  were  all. 

It  is  the  principal  work  of  the  primary-class  teacher 
to  teach  the  religion  of  Jesus  Christ  to  his  pupils,  and 
that  with  a  good  practical  tone  and  application.  The 
child  lives  in  the  world  of  sense.  Its  eyes  are  open  to 
the  ten  thousand  objects  around  it.  This  fact  may 
hinder  the  work  of  religious  teaching.  It  lives  under 
the  dominion  and  in  the  world  of  the  imagination.  It 
glorifies  everything  on  which  it  looks  or  of  which  it  has 
heard.  It  takes  to  the  world  of  fairy-life  as  a  bird  does 
to  the  air.  It  is  always  ready  for  a  story.  It  delights 
in  parables.  The  infant  pupil  lives  in  a  world  of  un- 
questioning faith.  It  believes  all  that  it  hears.  The 
most  improbable  and  absurd  statement  even  by  a 
stranger  is  received  with  perfect  faith.  The  infant 
pupil  has  a  most  retentive  memory.  The  objects  it  sees, 
tlie  stories  it  hears,  the  statements  it  once  believes,  all 
remain  in  its  soul  as  so  many  vivid  pictures.  All  these 
capacities  and  powers  render  the  work  of  the  religious 
teaching  of  infants  extremely  delicate  and  difficult. 

We  must  not  depend  upon  memory  deposits.     Con- 
science and  will  and  affections  may  be  corrupted,  though 


206         THE  MODERN  SUNDAY  SCHOOL. 

the  memor J  be  full  of  catechism  and  ScrqDtiire  and  sacred 
hymns.  Intellectual  training  is  of  little  value.  If  secured 
at  the  expense  of  moral  culture,  it  is  worse  than  worthless. 

We  must  not  depend  upon  emotions.  Fear  and 
sympathy  and  the  delights  of  aesthetic  excitement  have 
their  place  in  the  religious  training  of  children,  hut  may 
exist  without  moral  sensitiveness  or  strength  of  purpose. 

As  primary  teachers,  work  by  faith.  Mysteries  cloud 
the  realm  in  which  we  serve.  They  surround  God's 
purposes  and  operations,  and  man's  convictions  and 
decisions.  J.earn  how  to  teach  all  sides  of  the  soul 
according  to  the  divine  order,  and  then  trust  God. 
Treat  it  not  merely  as  a  curious,  excitable,  craving  little 
intellect,  but  remember  that  the  conscience  and  the 
affections  of  a  child  are  responsive  to  law  quite  as 
early  as  is  his  intellect  to  the  statements  of  fact  and 
principles.  The  child's  love,  like  a  fragile  tendril, 
seeks  something  it  may  cling  to.  Its  early  sorrows  need 
comfort.  Its  early  sins  need  pardon.  It  is  the  teacher's 
work  to  lift  up  law  before  the  infant  conscience,  to  hold 
the  Lord  Jesus  within  reach  of  his  longing  love,  and  to 
soothe  his  early  sorrow^s  wdth  heavenly  balm.  The 
infant-class  work  is  "work  for  souls"  as  really  as  is 
that  of  the  pulpits.  The  truth  as  it  is  in  Jesus  is  the 
food  wherewith  you  are  to  "feed  the  lambs."  The 
"paths  of  righteousness"  are  the  paths  into  which  you 
are  to  lead  their  feet. 

The  teacher  of  the  primary  class  must  aid  his  pupils 
in  cultivating  the  spirit  and  in  performing  the  acts  of 
devotion.  Children's  prayers  reach  the  ear  of  God,  and 
if  offered  in  true  faith,  receive  a  prompt  reply.  Every 
such  prayer,  by  its  reflex  influence,   strengthens  and 


THE    PEIMARY    CLASS.  207 

exalts  the  child's  character.  This  result  is  the  more 
marked  with  infancy  because  of  its  quick  susceptibility. 
Then,  these  early  impressions  and  convictions  remain 
through  the  whole  of  life.  How  the  mountain,  that 
our  eyes  gazed  upon  in  childhood,  was  magnified  and 
glorified  in  our  thought !  We  return  in  mature  life 
and  look  u2:>on  the  mountain  again,  but  Avith  somewhat 
of  disappointment.  It  is  not  as  vast  as  we  thought. 
The  earliest  views  we  get  of  God  should  be  so  clear 
and  strong  that  the  influence  of  them  might  go  with  us 
through  life.  He  will  never  disappoint  us.  The  moun- 
tain to  our  manhood's  vision  may  be  less  lofty  than  that 
our  child-eyes  wondered  at;  but  the  infinite  God  will 
ever  be  a  wonder  and  a  glory,  and  no  maturity  or  expan- 
sion of  intellect  will  ever  outgrow  a  true  thought  con- 
cerning Him.  Therefore  the  utmost  care  should  be 
used  to  make  the  right  impressions  upon  even  little 
children  when  they  attempt  to  pray.  The  devotions 
of  the  infant  class  should  be  full  of  reverence  and  silent 
awe,  and  then  of  gratitude  and  gladness.  They  should 
not  be  merely  performed.  They  should  not  consist  of 
mere  ritual  or  recitation.  Every  prayer  and  every  song 
should  be  preceded  by  preparatory  explanations  and 
reflections  and  summonings  of  the  children's  thought, 
reverence,  and  love,  as  for  a  holy  service,  so  that  they 
might  wait  for  God's  answer,  and  go  away  saying,  as 
did  one  little  darling,  ^'I  think  I  shall  do  right  this 
Aveek,  for  God's  going  to  do  it  for  me.  I  asked  Him." 
It  is  important  that  the  prayers  of  an  infant  class 
be  not  a  playing  at  prayer.  Quiet,  thoughtfulness,  the 
closed  eyes,  should  accompany  the  brief,  simple,  and 
direct  petition  of  the  teacher.    One  cannot  be  too  careful 


208         THE  MODERN  SUNDAY  SCHOOL. 

how  he  leads  the  minds  of  little  children  in  the  formal 
worship  of  God. 

Concerning  the  infant-class  room  I  may  say  that  one 
may  admire  the  setting  of  a  diamond  without  failing  to 
appreciate  the  gem  itself.  The  gospel  you  teach  will 
not  lose  its  charm  or  power  by  brightness,  freshness, 
comfort  and  beauty  in  the  room  where  you  teach  it. 
Convenient  seats,  pleasant  carpets,  soft  cushions,  fresh 
air,  frescoed  walls,  lloral  decorations,  stained-glass  win- 
dows, mottoes  and  pictures  on  the  walls,  delight  the  little 
ones,  and  will  interest  them  in  you  and  the  gospel  you 
bear  to  them.  ''Father  Gardner,''  in  Washington, 
D.  C,  has  rare  taste  in  the  adornment  of  his  infant-class 
room.  He  is  a  very  old  man,  but  a  very  young  old  man. 
He  has  crossed  the  eighties,  and  although  some  snow- 
flakes  have  rested  on  his  brow,  his  heart  is  buoyant  and 
sprightly  and  gladsome  as  it  could  possibly  have  been 
sixty  or  seventy  years  ago.  In  his  infant-class  hall  canary 
birds  sing  in  their  cages,  and  bouquets  in  beautiful  vases 
throw  their  fragrance  and  radiance  over  the  room. 

If  the  birds  sing  when  he  talks,  or  in  any  way  dis- 
turbs the  children  in  their  lessons,  he  has  a  way  of 
covering  up  the  cages,  and  the  little  warblers  are  ''as 
still  as  church  mice.''  But  the  birds  and  the  flowers 
help  the  old  man  wonderfully.  How  the  little  members 
of  that  class  look  forward  all  the  week  to  their  Sunday 
school,  with  its  birds  and  blossoms,  and  blessed  old 
teacher  of  the  grey  hair  and  glad  face !  To  some  of 
them  it  is  the  only  oasis  in  the  wreck's  journey ;  to  all  It 
is  an  Elim.*    Although  you  have  not  a  large  supply  of 

*  Since  these  words  were  -written,  our  dear  old  friend  bas  gone  to  the  hettei 
land. 


THE    TRIMARY    CLASS.  209 

money,  you  may  do  something  in  this  direction,  for 
water  is  free,  and  whitewash  cheap,  and  flowers — do 
they  not  grow  for  all  ?  Wreaths  and  festoons  of  ever- 
greens may  he  hetter  than  frescoes.  In  almost  every 
community  there  is  some  one  with  artistic  skill  enough 
to  prepare  on  plain  paper  heautiful  mottoes  to  hang  on 
the  wall,  and  illustrative  designs  to  use  in  teaching. 

The  little  fellow  wdio  comes  to  your  beautiful  class- 
room has  a  physical  nature.  He  is  in  the  body,  and  a 
very  busy,  restless,  troublesome  little  body  it  is.  There- 
fore don't  require  him  to  hang  his  feet  from  a  high 
bench,  or  ^^sit  still''  under  fear  of  your  wTath,  until 
the  schoolroom  becomes  a  prison,  and  your  law  like 
fetters  to  him.  Don't  let  his  physical  discomforts  so 
divert  attention  from  your  teaching  that  he  really  does 
not  know  what  you  are  talking  about.  Give  the  little 
lungs  fresh  air  and  plenty  of  it,  and  the  little  limbs 
ample  room.  Systematize  the  "fidgets"  once  in  a  while 
into  a  pleasant  gymnastic  exercise  of  some  sort.  Let 
the  class  fold  arms,  rise  and  sit,  twirl  fingers,  and  turn 
bodies,  march  and  countermarch,  if  you  please,  just  as 
they  do  in  every  well-regulated  secular  infant  school. 
It  seems  to  me  I  could  usually  in  some  way  connect 
the  facts  of  the  lesson  with  these  movements,  so  as  to 
make  even  the  relaxation  of  the  class  a  medium  of 
instruction  in  the  lesson  for  the  day.  Thus,  in  the 
lesson  about  Jesus  at  twelve  years,  the  seventy  miles 
from  [N'azareth  to  Jerusalem,  and  the  twelve  years,  and 
the  eight  days  of  the  feast,  and  the  third  day,  were  all 
used  by  one  teacher  as  a  guide  for  a  sort  of  gymnastic 
exercise  in  the  class — the  children  rising  and  sitting 
three  times,  counting  eight,  striking  their  hands  twelve 
14 


210         THE  MODERN  SUNDAY  SCHOOL. 

times,  and  finally  raising  both  hands  seven  times  to 
show  how  ^'manj  miles  it  was  to  Jerusalem  from 
IN'azareth."  This  exercise  was  used  merely  to  i-est  the 
weary  little  fellows,  but  it  incidentally  gave  them  sev- 
eral definite  ideas  about  time  and  distance  as  suggested 
by  the  lesson  for  the  day. 

As  to  the  organization  of  the  class  I  need  say  but 
little.  There  should  be  one  responsible  teacher — the 
best  teacher  in  the  church,  wise,  firm,  gentle,  patient, 
and  full  of  tact.  She  (such  a  teacher  is  likelv  to  be  a 
woman  ;  there  are  few  "Father  Gardners"  )  will  have  the 
infant  class  subdivided  into  small  classes  under  assistant 
teachers,  or  she  will  teach  them  all  herself  by  the  simul- 
taneous method.  Whichever  plan  she  thinks  best  will 
be  best  for  her.  I  fully  approve  of  Mrs.  Knox's  admir- 
able 2^1an  of  class  subdivisions,  but  I  know  human 
nature  too  well,  and  too  much  respect  the  individuality 
of  the  teacher,  to  ask  her  to  adopt  a  plan  which  she  does 
not  see  to  be  the  wisest. 

Whatever  the  method,  the  exercises  of  the  class 
should  be  varied.  Elastic  as  rubber  balls,  juvenile 
brains  leap  from  topic  to  topic  with  marvelous  rapidity. 
It  is  difficult  to  hold  them  for  any  considerable  length  of 
time  to  one  subject.  This  is  the  reason  that  repetition 
is  so  indispensable;  that  line  must  be  given  upon  line, 
and  precept  upon  precept.  And  for  this  reason  you 
must  concentrate  your  efforts  so  as  to  make  at  least  one 
deep  and  strong  impression  at  each  session  of  the  class. 
This  can  only  be  accomplished  by  variety  in  the  methods 
we  employ.  The  one  topic  for  the  day  must  be  held  up 
in  the  prayer,  set  forth  in  the  songs,  illustrated  on  the 
board  by  the  picture  and  story,  recalled  by  questions, 


THE    PRIMARY    CLASS.  211 

reviewed  and  re-reviewed  with  such  a  diversity  of  de- 
vices, that  the  attention  of  the  restless  pupil  shall  be 
steadily  held  to  this  one  truth.  For  this  reason  I  like 
the  class  method  employed  by  Mrs.  Knox.  The  change 
from  class  recitation  to  that  of  the  simultaneous  review 
secures  both  variety    and  thoroughness. 

In  teaching  little  peoj)le  we  must  use  objects  that 
appeal  to  the  sight.  The  eye  receives  more  knowledge, 
and  that  more  readily,  than  the  ear.  Hence  eye-teach- 
ing is  more  effective  than  any  other.  You  may  discourse 
from  the  pulpit  with  the  eloquence  of  a  Chrysostom,  but 
if  the  sexton  should  carry  his  taper  about  to  light  the 
gas-burners  all  your  oratory  will  go  for  nothing.  That 
little  tonffue  of  flame  will  win  the  attention  of  vour 
audience  in  spite  of  you.  Hence  in  teaching  children, 
who  have  still  less  power  of  self-direction  than  adults,  so 
far  as  attention  is  concerned,  you  must  use  objects,  or 
draw  word-pictures,  or  tell  stories  and  parables,  that  by 
putting  knowledge  in  concrete  forms  you  may  win  and 
retain  the  attention  of  your  pupils.  Hence,  in  the 
infant  class  especially,  appeal  to  the  eye  in  your  teach- 
ings. A  leaf,  a  grain  of  wheat,  a  flower,  a  dried  branch, 
an  ajDple,  a  toy,  a  lamp,  a  cane,  a  pebble,  a  stuffed  bird, 
a  piece  of  white  paper,  a  blotted  page,  a  torn  book,  a 
grain  of  sand,  a  globe — how  many  things  there  are  in 
this  world  from  which  lessons  may  be  drawn  or  by 
which  they  may  be  illustrated  !  Can  you  find  an  object 
in  nature  that  does  not  hold  in  it  somewhere  and  some- 
how a  truth  proper  to  be  taught  to  your  pupils  ?  Es- 
pecially keep  your  mind  full  of  Scripture  incidents. 
Bible  stories  and  apt  illustrations  from  nature  should 
linger  on  the  teacher's  tongue,  ready  for  use  at  bidding. 


212         THE  MODERN  SUNDAY  SCHOOL. 

Little  learners  like   amazingly  the   ^'likes"   of   a  true 
teacher's  discourse. 

In  appealing  to  the  eye  we  must  excite  a  high  degree 
of  curiosity  in  the  child's  mind. 

An  eminent  educator  says,  ''Curiosity  is  the  parent 
of  attention."  The  teacher  who  allows  the  pictures  he 
would  use  in  teaching  to  hang  for  weeks  and  months  on 
the  wall  hefore  the  child's  eve,  must  not  wonder  that  the 
pupil  shows  but  little  interest  when  the  picture  is 
brought  down  to  be  exhibited  to  the  class,  or  form  a  text 
for  the  day's  lesson.  Have  not  all  the  children  seen  it 
for  months  ?  Did  they  not  "eat  it  all  up"  w^ith  their 
eyes,  as  one  little  fellow  expressed  it,  the  first  day  they 
came  into  the  room  where  it  hung  ?  The  teacher  should 
learn  to  conceal  as  well  as  to  reveal.  One  of  my  corre- 
spondents suggested  the  following  plan  for  teaching  a 
Biblical  alphabet  to  his  infant  class.  One  of  its  princi- 
pal advantages  is  in  the  hiding  and  gradual  unfolding 
of  its  contents.  He  says,  "On  a  long  roll  of  coarse 
paper  the  other  day  I  painted  (with  an  ordinary  store 
marking-brush)  several  letters,  very  large  and  bold. 
Just  above  each  great  letter  I  placed  two  or  more  words 
of  which  it  is  the  initial.  The  roll  is  hung  on  a  regular 
window-shade  roller,  so  that  I  can  pull  it  up  or  down. 
The  'Edmond  Song  Eoll'  would  be  better,  but  as  I 
cannot  afford  that,  I  resort  to  the  shade  fixture.  Each 
letter  stands  for  two  or  more  Bible  characters,  whose 
names  in  smaller  letters  are  spelled  out  in  full  above  it. 
While  only  the  great  letter  appears,  the  scholars  recall 
the  names  of  persons  beginning  with  that  letter.  As  the 
lesson  roll  comes  down  these  names  are  also  seen.  Then 
comes  the  next  letter,  then  the  names  of  which  it  is  the 


THE    PRIMARY    CLASS. 


213 


initial,  etc.,  etc.  Thus  I  excite  curiosity,  secure  fre- 
quent repetition,  and  go  over  a  great  deal  of  Bible  his- 
tory every  Sunday  which  does  not  interfere  with  our 
regular  lesson.  This  is  the  way  the  roll  appears  when 
I  first  lower  it : 


"Then,  pulling  it  down  a  little  further,  we  have 


ABRAM. 
ABEL. 
ADAM. 


"You  see  that  the  large  letter  comes  first  into  sight. 
Then  the  scholars  try  and  recall  the  names  that  are  to 
follow.  When  these  finally  appear  they  tell  me  all  they 
know  about  each.  This  is  the  way  the  roll  looked  the 
first  Sunday  after  a  lesson : 


D 


CORNELIUS. 

CANAAN. 

CAIN. 


BALAAM. 

BAAL. 

BENJAMIN. 


B 


ABRAM. 
ABEL. 
ADAM. 


214         THE  MODERN  SUNDAY  SCHOOL. 

The  infant-class  cabinet  is  another  help  in  this 
direction.  This  is  a  closet-box,  or  case,  for  preserving 
the  pictures  and  other  objects  to  be  used  in  teaching. 
The  key  is  in  the  hands  of  the  teacher.  No  eye  but  the 
teacher's  ever  looks  into  it.  No  hand  but  his  ever  enters 
it.  New  pictures,  etc.,  are  placed  into  the  cabinet  only 
in  the  absence  of  the  class.  The  walls  of  the  room  may 
be  adorned  with  a  few  pictures,  but  not  with  those  to 
be  used  in  teaching.  These  are  hidden  until  needed  for 
use  in  the  class. 

Some  of  the  advantages  of  this  little  appliance  are 
these : 

1.  The  objects  are  preserved  from  dust  and  damage. 

2.  They  do  not  become  so  familiar  as  to  lose  their 
power. 

3.  The  opening  of  the  cabinet  excites  curiosity.  The 
teacher's  key  is  worth  more  than  a  bell. 

4.  It  arrests  attention.  Try  an  experiment.  Take 
down  a  picture  from  the  wall  where  it  has  been  hanging 
for  six  months,  or  take  it  from  a  box  or  closet.  See 
what  indifference  during  the  one  and  what  intense  in- 
terest during  the  other  performance. 

5.  Old  lessons  may  be  repeated  and  old  pictures 
exhibited  again  with  no  diminution  of  interest. 

The  blackboard  is  invaluable  for  the  same  reasons. 
The  creation  before  the  eyes  of  a  class  of  some  line, 
diagram,  letter,  or  picture  always  holds  them  spell- 
bound. The  teacher  can  conceal,  and  slowly  or  sud- 
denly reveal,  as  he  wills,  the  lesson  he  is  giving.  The 
little  ones  forget  everything  else  as  they  watch  the  won- 
der-working crayon,  and  connect  the  teacher's  words 
with  the  sketches  wrought  by  his  hand  on  the  board. 


THE    PRIMAKY    CLASS.  215 

The  sexton's  taper  will  be  less  likely  to  divert  attention 
while  this  exercise  is  going  on. 

There  is  a  tendency  to  crowd  the  Bible  itself  out  of 
the  infant  schoolroom  by  the  numerous  adaptations, 
monosyllabic,  allegorical,  or  pictorial,  of  its  teachings  to 
tlie  juvenile  capacity.  The  teacher  too  often  fails  to 
distinguish  between  the  Bible  incidents  he  narrates  and 
tlie  secular  stories  and  parables  which  he  gives  his 
pupils.  Whatever  fact  or  lesson  from  God's  Word  is 
given  to  the  class  should  be  read  in  their  hearing  from 
the  open  Bible.  Use  pictures,  blackboard  objects, 
ellipses,  questions,  familiar  illustrations,  and  whatso- 
ever else  may  contribute  to  the  clear  statement  of  Bible 
truth,  but  before  you  leave  the  subject  give  the  simple 
^'Word  of  God"  account  of  it.  Therefore  every  infant- 
class  room  should  contain  a  neat  Bible  stand,  and  on  it 
a  large  copy  of  the  Holy  Scriptures.  Let  every  lesson 
that  is  drawn  directly  from  the  Bible  be  given  to  the 
scholars,  sooner  or  later,  in  each  recitation,  from  the 
Bible  itself:  It  is  well  to  bring  up  children  to  know 
that  even  in  God's  Word,  that  great  volume  that  by  its 
size  almost  repels  the  little  student,  there  are  plain  sen- 
tences and  charming  stories  and  precious  lessons  that 
even  infancy  can  understand  and  enjoy. 

Mothers  are  w^orth  more  than  infant-class  teachers, 
and  home  is  worth  more  than  school.  Therefore  the 
primary  teacher  should  help  mother  to  teach  all  through 
the  week  the  lessons  which  are  given  in  the  class  on 
Sunday.  And  the  teacher  must  try  in  some  way  to 
touch  the  child's  home  every  dav  of  the  week. 

The  plan  of  having  a  lesson  for  the  infant  scholar  to 
carry  home  is  good.     It  induces  mother  and  father,  and 


216         THE  MODERN  SUNDAY  SCHOOL. 

older  brothers  and  sisters,  to  help  the  ^^pet"  study.  If 
the  lesson  can  be  in  pictorial  form  it  will  be  all  the 
better.  The  picture  wins  the  little  one ;  the  little  one 
wins  the  larger,  and  thus  little  and  large  study  a  lesson 
at  home  during  the  week.  This  suj^poses  that  a  uniform 
lesson  is  used  in  the  school,  a  plan  now  accepted  and 
employed  by  all  schools  that  claim  to  be  thoroughly 
organized  and  efficient. 

The  teacher  must  come  in  contact  with  the  scholars 
as  frequently  as  possible.  The  casual  meeting  on  the 
street  should  be  hailed  as  an  opportunity  for  tightening 
the  bonds  of  mutual  affection,  recalling  the  lessons  of 
the  last  Sabbath,  and  reminding  the  pupil  of  the  obli- 
gations for  the  next.  The  occasional  '^pastoral  call"  of 
the  teacher  at  the  home  of  the  scholar  wall  win  the 
parents,  secure  their  co-operation,  and  enable  the  teacher 
to  understand  the  home  surroundings  of  his  scholars, 
and  to  adapt  his  instructions  thereto. 

The  scholars  may  be  used  as  '^carrier  doves''  from 
the  school  to  the  family  for  the  transmission  of  practical 
tracts,  books,  and  other  appeals  in  behalf  of  Christ  and 
His  cause,  by  Avhich  the  parental  confidence  may  be  in- 
creased, and  the  religious  influence  of  home  strength- 
ened. Practical  religion,  taught  at  school,  and  con- 
nected by  the  teacher  with  home  scenes  and  experience, 
will  do  a  great  deal  toward  recalling,  through  the  week, 
the  instructions  of  the  Sabbath. 

Best  of  all  is  the  provision  which  enables  the  mothers 
to  sit  on  a  slightly  elevated  gallery  in  the  infant-class 
room  every  Sabbath  and  watch  the  teachers  of  their 
little  ones  as  they  give  lessons  and  train  children,  show- 
ing mothers  what  is  to  be  done  at  home  and  how  it  is  to 


THE    PRI]MARY    CLASS.  217 

be  done.  This  is  the  demand  in  Sunday-school  work 
to-day — the  '4iome  department."  This  is  the  demand 
in  Sunday-school  architecture — the  mothers'  gallery  in 
the  primary-class  room.  Thus  the  primary  class  be- 
comes the  true  home  extension  work,  and  is  at  the  same 
time  the  true  church  extension  society. 

One  question  more  I  must  answer:  ^^Shall  we  teach 
the  International  Lessons  in  the  infant  class  ?"  I 
answer  promptly,  Yes,  but  not  these  alone.  Teach  the 
regular  lesson  for  the  day— always.  Teach  it  for  the 
sake  of  keej^ing  the  golden  text  in  the  home  the  children 
come  from ;  for  the  sake  of  interesting  brother  and  sis- 
ter, of  the  more  advanced  classes,  as  well  as  father  and 
mother,  in  the  lessons  which  the  very  little  ones  ought  to 
know  something  about ;  for  the  sake  of  the  large  pictures 
on  blackboard  and  ^^leaf  cluster"  sheets,  and  of  tiny  pic- 
tures— all  about  the  current  lesson — in  the  little  peo- 
ple's papers.  This  unity,  that  embraces  the  infant  class, 
is  as  good  for  the  older  people  at  home  as  for  the  little 
"tots,"  and  it  is  lost  when  the  International  Lesson 
drops  out  of  the  primary  room. 

There  is  one  rule  of  common  sense  which  teachers  of 
infant  classes  must  observe.  While  every  Sunday,  in 
addition  to  the  regular  lesson,  there  must  be  class-drills 
in  reciting  texts,  hymns,  and  catechism,  on  those  days 
Avlien  the  current  lessons  are  a  little  more  difficult  and 
less  adapted  to  infants,  spend  less  time  on  them  and 
more  time  on  the  memory  drills.  This  rule  will  solve 
every  problem  in  connection  with  the  primary  class  and 
the  International  Lesson. 

Such  is  the  dignity  of  the  infant-class  teacher's  work. 
It  has  to  do  with  mere  babes;  but  babes  are  the  begin- 


218  THE    MODERN"    SUNDAY    SCHOOL. 

nings  of  all  that  is  great  in  human  character  and 
achievement.  The  princes  of  our  race,  the  philosophers 
and  poets  and  preachers — the  glorious  saints  of  four 
thousand  years  and  more  in  heaven — these  all  began  as 
babes  on  earth.  The  "'Alpha  and  Omega"  Himself, 
who  is  the  'Trince  of  the  kings  of  the  earth/'  ''the  King 
of  kings  and  Lord  or  lords,"  who  "has  the  keys  of  hell 
and  of  death,"  was  once  the  hahe  of  Bethlehem.  When 
Isaiah  announced  His  incarnation,  he  proclaimed,  "Be- 
hold, the  Lord  God  will  come  with  strong  hand,  and  His 
arm  shall  rule  for  Him:  behold.  His  reward  is  with 
Him,  and  His  work  before  Him."  What  shall  this 
"strong  hand"  and  ruling  "arm"  do  when  He  comes  ? 
What  is  "the  work  before  Him  ?"  Shall  He  show  forth 
His  power  by  uprooting  the  mountains,  emptying  the 
oceans,  or  summoning  new  stars  into  the  void  of  space  ? 
The  prophet  himself  answers :  "He  shall  feed  His  flock 
like  a  shepherd:  He  shall  gather  the  lambs  ivith  His 
arm,  and  carry  them  in  His  bosom,/'  This  prophecy 
was  fulfilled.  We  find  Jesus  on  the  earth,  His  "strong 
hand"  outstretched  to  the  children  of  His  times,  His 
ruling  "arm"  folding  them  to  His  bosom,  and  His  sweet, 
clear  voice,  that  still  sounds  among  the  centuries,  say- 
ing, "Suffer  little  children,  and  forbid  them  not,  to  come 
unto  Me." 

A  work  that  deals  with  the  childhood  thus  sanctified 
and  exalted  bv  the  Saviour's  w^ord  and  touch,  a  work 
that  imitates  such  a  perfect  example,  a  work  that 
handles  such  immortal  possibilities,  must  indeed  be  one 
of  infinite  importance  and  dignity.  The  teacher  should 
fill  his  heart  with  this  truth. 

The  teacher's  work  being  so  important,  he  cannot 


THE    PRIMARY    CLASS.  219 

expect  to  do  it  well  without  careful  preparation  every 
week. 

It  is  not  an  easy  thing  to  hold  the  attention  of 
children.  In  order  to  do  it  the  lesson  must  be  thoroughly 
inwrought  into  the  teacher's  mind.  He  must  have  his 
heart  full  of  it.  He  must  look  at  it  from  a  child's  view- 
point. He  must  know  what  to  omit,  and  how  to  '^put" 
what  he  has  selected  as  appropriate  to  be  taught ;  and 
above  all,  how  to  excite  the  thought,  conscience,  and 
heart  of  each  pupil  by  the  lesson.  This  requires  patient, 
plodding,  prayerful  preparation.  From  Sabbath  to 
Sabbath  he  must  keep  thinking,  planning,  experiment- 
ing, and  pleading  with  God  with  reference  to  this  great 
and  holy  work. 

To  another  practical  and  important  thought  I  call  at- 
tention :  Old  people,  who  have  outgrown  the  experience 
of  childhood,  are  too  apt  to  forget  its  trials  and  vexa- 
tions. We  men  with  great  boots  on  forget  that  the  peb- 
bles in  the  morning  pathway  of  life  are  very  painful  to 
the  tender  little  feet  that  travel  there.  So  we  march  on, 
dragging  our  children  with  us,  unmindful  of  their  sor- 
rows, chiding  their  tears,  and  sarcastically  bidding  them 
*^not  to  be  hahies/'  Alas !  we  forget  we  too  were 
^'babies"  once,  with  tender  feet  and  tearful  eyes.  God 
make  us  men  more  mindful  of  our  own  early  miseries, 
that  we  may  more  truly  sympathize  with  the  trials  of 
our  children ! 

The  true  infant-class  teacher  is  full  of  tenderness. 
He  rules  by  love  rather  than  by  law.  Loving  ardently, 
he  places  himself  frequently  in  the  spheres  where  his 
scholars  live,  feels  what  they  feel,  and,  bringing  his 
larger  experience  and  maturer  judgment  to  his  aid. 


220  THE    MODERN"    SUNDAY    SCHOOL. 

gives  the  little  ones  comfort  where  the  less  discriminat- 
ing and  less  generous  nature  would  administer  chiding. 
So  they  come  to  him  with  their  sorrows,  knowing  that 
he  has  sympathy  for  them.  His  smiles  light  up  their 
tears.  His  prayers  are  always  ready  to  go  up  to  God 
for  their  welfare,  and  they  think  of  him  as  a  true  and 
constant  friend.  A  writer  in  the  Rhode  Island  School- 
master thus  expresses  the  policy  and  relation  to  his 
pupils  of  such  a  teacher: 

"The  twig  is  so  easily  bended, 

I  have  banished  the  rule  and  the  rod ; 
I  have  taught  them  the  goodness  of  kindness — 
They  have  taught  me  the  goodness  of  God. 

"My  heart  is  a  dungeon  of  darkness, 

Where  I  shut  them  for  breaking  a  rule ; 
My  frown  is  sufficient  correction ; 
My  love  is  the  law  of  the  school. 

"When  the  lessons  of  life  are  all  ended, 

And  death  says,  'The  school  is  dismissed,' 
May  the  little  ones  gather  around  me, 
To  bid  me  *good-night,'  and  be  kissed." 

Several  years  ago,  to  meet  the  demands  and  remove 
the  difficulties  of  country  teachers,  I  wrote  the  follow- 
ing,  which  may  be  of  service  to  other  teachers : 

"I  often  hear  teachers  in  country  places  complain 
that  they  do  not  enjoy  the  advantages  of  city  teachers, 
and  justify  themselves  for  not  attempting  much  in  view 
of  these  disadvantages.  Here  are  some  words  from  a 
country  teacher,  whether  myth  or  maiden  matters  not, 
so  that  the  words  spoken  are  sound  words.  It  is  my 
story  of  ^]^inette,  the  Country  Teacher,'  told  in  her  own 
way: 


THE    PRIMARY    CLASS.  221 

^^1.  Her  Difficulties. — ^Tliink  of  my  lot;  in  a 
small  country  church,  a  class  of  thirty  infants,  no 
infant-class  room,  no  singing  possible  in  the  class,  no 
carpets,  no  frescoed  walls,  no  gallery  sittings,  no  silver 
bell,  no — well,  never  mind,  what  a  delightful  class  I 
have !     And  what  delightful  times  I  have  in  my  class !' 

^"■'2.  Her  Programme. — '(1.)  At  the  opening  of  the 
school  Ave  all  go  to  the  front  seats.  Superintendent 
always  notices  us,  and  says  a  kind  word  to  his  ''little 
lambkins." 

''  '(2.)  After  the  teachers'  roll-call  w^e  go  into  the 
back  part  of  the  church,  where  we  need  not  interrupt 
others.  Superintendent  often  says  as  we  march  down, 
"There  goes  the  best  part  of  my  flock.  Don't  let  any- 
bodv  disturb  them." 

"  '(3.)  When  we  are  all  in  our  places,  and  quiet  as 
"church  mice,"  I  raise  both  my  arms  without  speaking 
a  word.  The  scholars  do  the  same.  I  fold  my  arms. 
They  fold  theirs. 

'(4.)  Then  in  a  ivliisper  we  all  say — 

1.  2. 

*'  Softly  whisper,  "  Hush  !  and  listen  ! 

Softly  speak,  Do  not  play  ; 

Little  children,  Hear  what  teacher 

Still  and  meek.  Has  to  say. 

3.  4. 

**  When  from  sin  "  When  our  hearts 

We  turn  away,  To  Jesus  rise, 

When  we  sing,  Jesus  answers 

And  when  we  pray,  From  the  skies." 


u 


a  (, 


(5.)  I  tell  them  in  low  tones  the  story  of  the  lesson 
for  the  dav,  and  drill  them  on  the  "Golden  Text."  We 
use  the  Picture  and  Bold-Text  helps,  the  International 


222         THE  MODERN  SUNDAY  SCHOOL. 

Lessons.  Their  answers  are  in  concert,  distinct,  low, 
and  sweet.  How  j)lainly  one  can  be  heard,  even  in  a 
low  tone,  when  the  words  are  clearly  spoken ! 

"  '(Q-)  Of  course  I  have  a  blackboard.  I  asked  the 
parents  of  my  scholars  for  money,  and  they  gave  me  all 
I  wanted.  Matt.  Merrill,  our  librarian,  is  a  carpenter, 
and  a  clever  fellow.  He  made  a  frame  for  the  board, 
which  stands  in  front  of  my  class.  The  superintendent 
says  it  is  almost  as  good  as  a  partition  between  my  class 
and  the  school. 

"  '(7.)  Once  a  month  I  meet  the  children  at  a  private 
liouse  to  sing.  We  can  sing  ten  different  tunes  now, 
although  we  do  not  sing  in  the  class  at  all.  Superin- 
tendent often  selects  opening  and  closing  songs  that  we 
know.' 

^^3.  Her  Blackboard  Lessons. — ^Somebody  wrote 
me  the  other  day  to  ask  this  question :  ^'How  do  you  get 
uj)  your  blackboard  exercises  ?"  I  answered  the  ques- 
tion by  post,  but  I  kept  a  copy  for  you.     Here  it  is : 

^'  ^(1.)  I  don't  use  the  blackboard  for  the  sake  of 
using  it.  I  don't  contract  and  weaken  spiritual  truth 
by  putting  it  into  chalk  lines  and  limitation.  Think  of 
trying  to  crayonize  ^'Eternity !" 

"  '(2.)  I  don't  follow  the  published  ''Blackboard  Ex- 
ercises" of  the  magazines.  I  can't.  It's  like  David 
trying  to  use  Saul's  armor.  Every  mind,  if  it  really 
knows  a  subject  and  loves  to  teach  it,  has  its  own  way  of 
^'putting"  a  lesson.  The  blackboard  exercise,  to  have 
any  force  in  it,  must  be  the  product  of  the  individual 
who  teaches  the  specific  lesson.  Perhaps  this  is  putting 
it  too  strongly;  but  I  can  no  more  teach  other  people's 
blackboard  exercises  than  I  can  wear  their  hats  and 


THE    PRIMARY    CLASS.  223 

shoes,  or  (to  be  a  little  more  graceful  in  my  way  of  say- 
ing it)  adopt  their  style  of  speech  or  composition. 

''  ^(3.)  When  I  do  get  up  a  blackboard  lesson  I  first 
of  all  take  a  slate  and  somebody's  youngster,  and  try 
(during  the  week,  of  course)  to  teach  the  Sunday's  les- 
son to  that  youngster,  using  the  slate  only  when  I  can 
the  better  make  him  comprehend  the  story  or  subject. 
The  result  is,  I  put  nothing  on  the  slate  but  what  is 
needed,  and  although  the  ''Institute  Blackboardists" 
might  see  no  artistic  merit  in  my  slate-marks,  I  see 
unity  in  them,  and  my  scholar  understands  the  lesson 
all  the  better  for  it. 

"  'I  don't  like  the  idea  of  getting  up  sermons  as  ser- 
mons, or  lessons  as  lessons.  Think  of  somebody  writing 
a  letter  to  his  mother  or  sweetheart,  following  precisely 
^'The  Letter- Writer's  own  Book."  If  a  man  loves  he 
can  find  words  of  his  OAvn.  If  a  man  keeps  God's  grace 
in  his  heart  and  has  God's  gospel  in  his  brain,  he  will 
not  "get  up"  artistic  or  ''model"  sermons,  nor  perhaps 
think  of  his  productions  as  sermons  at  all.  Yet  with 
such  love  what  genuine  sermons  he  will  preach!  In 
teaching  it  is  all  the  same.  Love !  Love  !  LOVE ! 
Isn't  this  the  main  thing?  And  won't  this  incite  to 
diligence,  quicken  tlie  intellect,  insure  Si^ontaneity,  sug- 
gest methods,  and  all  that !' 

"4.  A  Practical  Plai^. — 'I  find  the  habit  of  talk- 
ing to  children  every  day  is  my  greatest  help.  I  have 
three  little  brothers.  Our  next  neifi^hbor  has  two  little 
girls  and  a  boy,  so  I  practice  on  these  almost  every  day. 
And  they  enjoy  it.  Telling  the  same  story  over  three  or 
four  times  a  week,  watching  and  avoiding  the  words  our 
juveniles  don't  understand,  observing  the  questions  and 


224         THE  MODERN  SUNDAY  SCHOOL. 

« 

statements  which  take  the  strongest  hold  on  them,  I  get 
the  whole  subject  ready  by  Sabbath,  and  know  exactly 
how  to  7nvet  the  attention  of  my  whole  class.  And  I  do 
enjoy  it  so  much !  "It's  the  girl's  meat  and  drink,"  my 
old  grandmother  says.  If  I  dare  venture  one  word  of 
advice  to  my  good  sister  from  Bethlehem  it  will  be — 
Every  day  talk  with  the  children  about  the  lesson  for 
the  next  Sabbath.'  " 


THE    SENIOR    CLASSES.  225 


CIIAPTEE  XIV. 

THE    SENIOR    CLASSES. 

There  are  several  classes  of  senior  pupils.  There  are 
the  full-grown,  f ullj  occupied,  active,  vigorous  men  and 
women,  whose  energies  are  given  for  six  days  to  the 
pursuits  of  the  world.  They  need  Bible  study.  They 
need  it  ^^for  doctrine,  for  reproof,  for  correction,  for  in- 
struction in  righteousness."  One  is  never  too  old  to 
study  God's  Word.  Adults  have  certain  advantages 
over  children  in  Bible  study :  they  are  more  fond  of  the- 
ological themes;  are  more  interested  in  close  and  ex- 
haustive study;  have  deeper  insight  into  ethical  and 
doctrinal  subjects ;  have  larger  experience  in  matters  of 
religious  need,  longing,  and  life,  and  they  are  likely  to 
co-operate  more  intelligently  and  cordially  in  the  teach- 
ing work.  The  man  may  be  easily  attracted  and  held. 
Ilis  activities,  his  experiences  in  life,  the  ability  he 
possesses  to  concentrate  his  attention — all  these  elements 
render  him  helpful  to  the  teacher.  He  may  be  captious, 
he  may  be  disposed  to  go  to  the  bottom  of  things,  he  may 
ask  the  teacher  some  very  puzzling  questions,  but  with 
all  these  he  thinks.  lie  loves  to  see  the  reason  of  things. 
He  delights  in  mental  effort. 

There  is  also  an  interesting  section  of  the  Sunday 
school  composed  of  girls  and  boys  who  are  really  inter- 
ested in  the  general  exercises  and  class  instructions  of 
the  school.     They  love  order.     They  love  knowledge. 

15 


226  THE  moder:n'  Sunday  school. 

They  love  music.  They  love  the  society  of  the  school. 
They  have  enthusiasm  in  school  life  and  work.  It  is 
easy  to  govern  them.  It  is  easy  to  teach  them.  It  is 
easy  to  love  them.  These  we  may  call  the  co-operative 
pupils.  They  respond  to  the  teacher's  effort.  They 
sustain  every  interest  of  the  school. 

There  is  another  class  of  so-called  senior  pupils,  who 
give  more  anxiety  and  cause  more  annoj^ance  than  all 
the  other  scholars.  They  are  ^'the  most  troublesome 
of  alL'' 

The  restless,  wide-aw^ake,  active,  intense,  ingenious, 
irrepressible  boy,  full  to  the  overflow  of  the  very  essence 
of  fun,  is  not  the  "most  troublesome  of  all"  the  pupils 
we  teach  in  Sunday  school,  for  he  may  be  held  with  the 
greatest  ease  by  an  ingenious  teacher.  All  he  needs  is  to 
be  interested,  and  very  simple  things  will  do  that.  Ex- 
cite his  curiosity,  utilize  his  activity,  and  reward  his 
attention,  then  the  problem  in  his  case  is  easily  enough 
solved. 

The  most  troublesome  of  all  the  pupils  we  are  re- 
quired to  manage  in  the  Sunday  school  is  the  hoy  who  is 
just  heyofid  boyhood  and  yet  can  scarcely  he  regarded  as 
a  man;  whose  exact  counterpart  is  the  girl  who  is  just 
heyond  girlhood  and  yet  can  scarcely  he  regarded  as  a 
woman. 

Let  me  consider  some  of  the  peculiarities  of  this  age. 
In  them  we  shall  find  some  excuse  for  the  worst  features 
of  young  people  who  are  in  it,  and  perhaps  some  aid  in 
the  direction  and  instruction  which  as  Sunday-school 
teachers  we  are  called  upon  to  give.  These  young  peo- 
ple are  just  leaving  the  age  of  artlessness  and  simplicity, 
which  are  characteristic  of  childhood;  they  have  come 


THE    SENIOR    CLASSES.  227 

into  the  age  of  awkwardness  and  self-conscioiisness. 
Their  attention  and  tastes  are  wholly  diverted  from  the 
serious  and  earnest  things  of  life,  and  they  have  no 
interest  in  so-called  religions  matters.  This  world  is 
fascinating  to  them ;  they  see  everything  through  a  rose- 
colored  medium.  A  false  view  of  themselves  and  of  the 
worth  of  the  world  gives  them  an  overweening  sense  of 
their  own  importance.  Their  wdiole  tone  will,  of  neces- 
sity, be  frivolous.  Fun  and  frolic  and  fashion  and  folly 
make  up  the  whole  of  life,  except  where  a  wise  parental 
discipline  prevents  it.  They  are  likely  to  regard  insub- 
ordination as  a  particularly  bright  thing,  and  are  fond 
of  showing  disregard  of  all  authority.  They  lack  self- 
government.  To  rule  one's  self  is  a  lesson  which  it  takes 
years  to  learn.  They  have  not  yet  learned  it.  The 
dictates  of  sound  judgment  and  of  good  taste  are  little 
heeded.  The  will  is  swept  this  way  and  that  by  impulse 
and  passion.  In  many  cases  these  young  people  are  un- 
employed much  of  the  time.  Indolence  aggravates  every 
peculiar  difficulty  in  their  case  which  we  have  consid- 
ered. We  must  also  remember  that  the  majority  of 
people  do  not  sufficiently  appreciate  the  peculiar  em- 
barrassments of  such  young  people.  They  ridicule  them 
unsparingly ;  if  they  have  the  authority  they  scold  them. 
It  is  sometimes  the  case  that  the  class  we  are  discussing, 
from  associations  of  a  most  unfortunate  kind,  are  tinc- 
tured with  a  sort  of  scepticism,  which  they  are  as  incom- 
petent to  define  as  they  are  to  defend. 

^ow,  in  regard  to  the  first  class  I  have  indicated — 
the  mature  adults — let  me  show  what  they  need  while 
associated  with  the  Sunday  school.  Some  of  them  need 
lecture-classes  w^here  the  discussion  may  be  thorough. 


228  THE    MODERN"    SUNDAY    SCJIOOL. 

but  the  questioning  is  made  less  prominent;  they  need 
rooms  large,  well  seated,  and  separated  from  the  school 
proper ;  they  need  experienced  and  expert  teachers ;  they 
need  to  be  brought  into  closer  church  relations;  they 
need  strong,  wholesome,  quickening,  refining  literature, 
and  should  have  educational  facilities — such  as  are  sug- 
gested by  the  ^'Lyceum  Course"  of  study,  that  of  the 
^'Chautauqua  Literary  and  Scientific  Circle,"  and  the 
^'Victoria  Heading  Circle." 

They  should  be  urged  to  take  the  regular  periodicals 
of  the  cliurch.  They  should  be  set  to  work  in  pastoral 
ways — visiting  and  reading  to  the  sick,  giving  to  the 
])oor,  and  helping  in  all  benevolent  work.  They  should 
be  trained  in  normal  studies,  that  they  may  serve  as 
teachers  in  the  Sabbath  school;  and,  above  all,  they 
should  be  brought  into  the  personal  experience  of  the 
spiritual  life. 

These  adults  might  be  used  as  the  basis  of  an  advanced 
department — the  ''assembly,"  which  I  shall  discuss 
later  on. 

I  wish  now  to  address  myself  to  one  of  the  most  im- 
portant and  difficult  problems  of  the  times  in  connection 
with  the  Sunday  school.  It  is  the  relation  to  the  Sun- 
day school  of  the  average  youth,  whether  or  not  he  be 
classed  among  the  "most  troublesome  of  all."  I  claim 
that  he  requires  wiser  treatment  than  he  at  present 
receives. 

Bovs  don't  like  to  be  considered  and  treated  as 
children.  They  don't  like  it  at  home.  They  resent  it 
on  the  street.  They  are  not  required  to  submit  to  it  in 
the  public  schools.  Wise  educators  study  the  instincts 
of  human  nature,  and  in  harmony  with  them  adjust 


THE    SENIOR    CLASSES.  '    229 

their  plans.  They  grade  their  pupils  and  provide  for 
them  in  Kindergarten,  primary  school,  grammar  school, 
high  school ;  and  then  in  college,  with  its  successive 
stages  of  freshman,  sophomore,  junior,  and  senior,  the 
laws  of  age,  attainment,  fitness,  are  consulted  and  re- 
garded. 

Boys  are  not  mortified  in  the  public  schools  by  ill- 
timed  or  indiscriminate  assignment.  The  dawning  of 
manhood  is  recognized  and  its  importance  appreciated. 
It  is  treated  with  wise  consideration,  and  thus  with  the 
pupil  self-respect  grows  with  his  respect  for  the  school, 
its  teachers,  and  the  system  of  education  they  represent. 
The  teachers  there  do  not  come  to  the  ^^dear  children" 
and  talk  childish  talk,  illuminated  illustrations,  simpli- 
fied simplicity,  sickening  every  sensible  boy  and  girl 
with  monosyllabic  goodishness.  Teachers  in  our  secular 
schools  rather  recognize  young  ladies  or  young  gentle- 
men as  being  men  and  women  who  can  appreciate  ma- 
ture thought,  solve  problems  for  themselves,  exercise 
sound  judgment,  and  on  most  matters  which  concern 
them  decide  sensibly,  l^o  boy  thinks  it  unmanly  to  go 
to  school,  nor  is  he  ashamed  of  the  fact  that  he  does  go, 
for  the  school  acknowledges  the  progressive  develop- 
ments of  his  nature,  and  adapts  itself  to  them.  Thus 
it  commands  his  self-respect,  enlists  his  advocacy, 
kindles  his  enthusiasm. 

How  does  the  average  Sunday-school  administration 
appear  in  the  light  of  this  wise  policy  of  secular  edu- 
cators ?  I  am  compelled  to  answer  that  it  suffers  seri- 
ously by  the  comparison.  ■  Its  courses  of  study  are  less 
systematic.  The  infant  and  the  senior  often  occupy 
the  same  room.     The  teaching  is  more  superficial.     The 


230  THE    MODEEIS"    SUNDAY    SCHOOL. 

average  tone  is  less  elevated,  altliough  dealing  with 
infinitely  more  sacred  things.  The  spirit  is  more  frivo- 
lous. The  standards  are  lower,  and  often  the  lack  of 
reverence  is  appalling.  The  very  name  handicaps  it. 
Traditionally  and  historically  the  Sunday  school  is  an 
institution  for  little  children.  Actually  the  Sunday 
school  is  a  child's  affair.  Sunday-school  men  are  ^^chil- 
dren's men,"  Sunday-school  speeches  are  "children's 
speeches,"  and  Sunday-school  services  are  services  so 
conducted  as  to  ''make  sure  that  the  children  can  under- 
stand," and  Sunday-school  books  are  supposed  to  be,  and 
for  a  long  time  were,  a  dihited  sort  of  literature. 

All  this  being  true  to  a  large  extent  (although  I  have 
stated  it  quite  as  strongly  as  the  facts  will  justify),  what 
will  the  attitude  of  school  boys  and  girls  be  toward  the 
institution ;  familiar  as  they  are  with  another  and  better 
educational  system,  and  trained  as  they  are  to  recog- 
nition on  the  higher  plane  above  indicated?  The  re- 
sults are  precisely  what  the  facts  indicated  and  pre- 
dicted. Young  people  go  away  from  the  Sunday  school. 
Many  of  them  remain  up  to  seventeen  or  eighteen  years 
of  age  through  parental  authority,  or  because  of  the 
''good  time"  socially  which  they  enjoy;  but  they  do 
not  regard  it  or  respect  it  as  a  place  of  religious 
worship  and  religious  culture — solemn,  dignified,  and 
spiritual. 

What  are  the  suggestions  of  common  sense  to  the 
Sunday-school  leaders  ?     Manifestly : 

1.  The  Sunday  school  shoukl  be  graded,  and  the  lines 
drawn  as  sharply,  at  least,  between  the  primary  and  the 
senior  as  in  connection  with  our  public  systems.  Chil- 
dren and  grown  people  may  associate  in  the  church  by 


THE    SENIOR    CLASSES.  231 

virtue  of  the  family  relation,  and  adults  not  in  any  wise 
feel  themselves  belittled  thereby ;  but  to  assign  girls  and 
boys  who  are  trying,  whether  wisely  or  not,  to  outgrow 
the  conditions  and  limitations  of  childhood,  with  the 
smallest  children  under  the  same  organization,  is  simply 
suicidal  on  the  part  of  the  church  that  does  it. 

2.  I  am  sometimes  tempted  to  say  that  the  Sunday 
school  proper  should  be  limited  to  children,  and  that  for 
the  senior  pupils  another,  higher,  more  dignified  depart- 
ment should  be  provided,  and  that  with  a  different 
name ;  that  the  old  associations  may  not  embarrass  and 
hamper  the  church  in  its  attempt  to  hold  the  young 
people.  I  have  elsewhere  recommended  the  organiza- 
tion of  the  '^assembly'^  for  young  people,  fifteen  years  of 
age  and  over. 

3.  The  public  exercises  of  the  ^^senior  grade,"  or 
^'assembly,"  should  be  of  a  different  character  from 
those  of  the  Sundav  school.  There  must  be  a  difference 
in  the  adaptation  of  subject-matter,  as  well  as  in  the 
tone  and  manner.  Lectures  and  outlines  should  take 
the  place  of  mere  drills ;  independent  statements  by  in- 
dividual pupils  and  teachers .  instead  of  simultaneous 
responses.  A  higher  class  of  music  may  be  rendered, 
doctrinal  discussions  be  conducted,  responsive  readings 
introduced,  and  the  methods  of  the  college  rather  than 
those  of  the  primary  or  intermediate  school  should  con- 
trol the  hour. 

4.  It  is  a  very  easy  and  will,  I  have  no  doubt,  be 
a  very  popular  thing  to  protest  against  this  innovation. 
But  the  experience  of  the  church  in  the  past  is  sufficient 
to  impress  all  thoughtful  people  with  the  importance  of 
some  such  movement,  by  which  we  may  command  oui* 


232         THE  MODERN  SUNDAY  SCHOOL. 

joimg  people;  and  this  tentative  suggestion  is  worthy, 
at  least,  of  consideration. 

As  to  the  name  of  this  proposed  department  let  me 
offer  a  remark.  There  is  something  in  a  name.  At  its 
utterance,  by  the  law  of  association,  there  troop  into  the 
soul  ideas  and  sentiments  agreeable  or  uncomfortable, 
enlarging  or  belittling,  awakening  self-respect  or  annoy- 
ance, to  put  the  experience  no  more  strongly.  A  name 
Avill  prejudice  even  old  and  wise  people  against  a  man, 
an  association,  a  locality.  It  may  all  be  very  weak, 
indeed,  in  the  wise  man,  but  facts  of  human  nature  are 
to  be  recognized  and  dealt  with  discreetly,  and  where  it 
is  perfectly  easy  to  avoid  the  exciting  cause  of  uncom- 
fortable associations  or  strong  prejudices,  it  were  folly 
to  refuse  the  concession.  Therefore  I  plead  for  a  de- 
partment of  church  service  adapted  to  the  needs,  and, 
if  you  please  so  to  call  them,  prejudices,  of  our  young 
people. 

Concerning  this  name  I  have  no  strong  preferences. 
The  ^^Senior  Department"  is  very  good,  but,  after  all,  it 
is  the  senior  department  of  the  Sunday  school.  ''Bible 
Service"  is  good.  To  tlxe  ''Bible  School"  there  may  be 
less  objection,  except  as  it  invariably  identifies  itself  in 
the  thought  of  the  term  Sunday  school.  The  "Christian 
Institute"  is  well  chosen.  The  Assembly  still  better 
meets  my  view.  It  finds  substantially  a  precedent  in 
the  separate  synagogue  service  of  the  early  ages — a 
service  of  consultation  and  discussion  following  the 
usual  public  service.  Vitringa,  in  his  account  of  the 
methods  of  the  synagogue,  says,  "There  was  first  read 
a  portion  of  the  Law,  which  was  explained  by  a  running 
commentary,  so  that  the  discourses  in  the  ancient  syna- 


THE    SENIOR    CLASSES.  233 

gogiies  were  not  at  all  similar  to  a  sermon  of  the  present 
day,  but  were  rather  exegeses  and  paraphrases  of  what 
was  either  remarkable  or  obscure  in  the  portions  read; 
but  besides  the  running  commentary,  or  paraphrases, 
there  was  frequently  a  discourse  (analogous  to  our  ser- 
mon) after  the  usual  service  of  the  synagogue.  But 
this  was  not  all,  however,  offered  in  the  synagogue 
proper,  but  in  an  adjoining  room,  after  the  regular 
service,  discussions  and  more  thorough  investigations 
of  the  truth  were  carried  on.  To  these  disputations 
references  are  frequently  made  in  the  ISTew  Testament." 
Kitto  says,  ''In  the  Jerusalem  Talmud  a  tradition 
was  alleged  that  there  had  been  at  Jerusalem  four 
hundred  and  sixty  synagogues,  each  of  which  contained 
an  apartment  for  the  reading  of  the  Law,  and  another 
for  the  meeting  of  the  men  for  inquiry,  and  deep  re- 
search and  instruction.  There  were  three  of  these  meet- 
ing-places in  the  Temj^le,  and  in  all  of  these  it  was  the 
custom  for  the  students  to  sit  on  the  floor,  while  the 
teachers  occupied  seats.  Paul  describes  himself  as  hav- 
ing sat  at  the  feet  of  Gamaliel.  There  are  many  things 
in  the  Talmud  which  throw  light  on  the  manner  of  pre- 
siding in  these  assemblies.  Thus,  a  student  asked 
Gamaliel  whether  the  evening  prayer  was  obligatory 
by  the  I^aw  or  not.  He  answered  in  the  affirmative, 
on  which  the  student  informed  him  that  Rabbi  Joshua 
had  told  him  that  it  was  not  obligatory.  'Well,'  said 
Gamaliel,  'when  he  appears  to-morrow  in  the  assembl}' 
step  forward  and  ask  again  the  question.'  He  did  so, 
and  the  expected  answer  raised  a  discussion,  a  full 
account  of  which  is  given.  The  meeting-places  of  tho 
wise  stood,  mostly,  in  connection  with  the  synagogues. 


234  THE    MODERlSr    SUNDAY    SCHOOL. 

and  the  wise  or  learned  men  usually  met  soon  after 
divine  worship ;  the  reading  was  given  in  the  upper 
department  of  the  synagogues,  wdiere  they  discussed 
those  matters  which  required  more  research  and  inquiry. 
The  j^upils  or  students  in  these  assemblies  were  not  mere 
boys  coming  up  to  be  instructed  in  the  mere  rudiments 
of  knowledge,  but  men  or  youths  of  more  or  less  ad- 
vanced education,  who  come  thither  either  to  2^1'ofit  by 
listening  to  the  learned  discussions,  or  to  participate  in 
them  themselves." 

To  the  term  ^^Assembly"  I  can  conceive  no  objection. 
There  are  no  associations  in  connection  with  it  em- 
barrassing to  young  men  wdio  do  not  pride  themselves 
on  being  '^Sunday-school  scholars"  perpetually  in  an 
association  with  primary  and  intermediate  pupils. 
Such  youths  will  not  object  to  membership  in  the  assem- 
bly— made  up  of  persons  over  fifteen  years  of  age, 
enrolling,  as  it  soon  will,  a  large  number  of  the  best  men 
and  women  in  the  community. 

I  do  not  recommend  an  immediate  and  violent  sepa- 
ration between  the  Sunday  school  and  the  other  and 
higher  society  or  department.  That  may  come  in  due 
time,  but,  for  most  churches,  the  time  is  not  yet.  Let 
the  whole  Biblical  department  of  the  church — now 
called  '^Sunday  school" — remain  as  it  is,  with  its 
primary  and  intermediate  and  senior  sections.  Let  all 
meet,  and  sing,  and  pray,  and  study  together  as  now; 
but  within  the  existing  organization  a  new  department, 
w^ith  a  new  name,  having  well-defined  objects,  a  care- 
fully j^repared  plan  of  operations,  and  let  it  develop 
within  the  school  until  such  time  as  the  school  and  the 
new  movement  shall  be  mutually  benefited  by  a  separa- 


THE    SENIOR    CLASSES.  235 

tion,  if  such  time  should  ever  arrive.  Thus  it  will  not 
be  in  rivalry,  in  any  sense,  with  the  Sunday  school,  but 
under  the  same  direction.  Its  sessions  will  be  held  at 
present  in  the  schoolroom  Avith  the  school. 

It  would  be  possible  to  dismiss  it  into  the  main 
audience-room  after  the  opening  exercises,  and  allow  it 
to  remain  there  as  long  as  it  chose  to  stay  for  special 
services.  The  assembly,  before  its  separate  organiza- 
tion, may  hold  meetings  at  the  close  of  the  school  in  the 
main  audience-room  once  a  month,  or  it  mav  hold  a 
Sunday  evening  service,  under  the  direction  of  the  pas- 
tor, once  a  month.  It  may  meet  occasionally  for  week- 
evening  lectures,  debates,  Biblical  exercises,  and  drills. 
Its  existence  being  guaranteed,  it  becomes  the  meeting- 
point  for  the  young  and  older  people  of  the  church. 
It  remains  with  them  as  an  incentive.  It  gains  a  firm 
grip  upon  young  people,  and  prevents  their  early  escape 
from  the  juvenile,  and  too  often  purile,  influences  of  the 
so-called  Sunday  school. 

I  have  already  intimated  that  the  International 
Lessons  will  be  used  by  the  assembly.  Thirty  minutes 
may  easily  be  spent  in  the  usual  class-study  of  the  Bible 
lesson,  which,  being  reviewed  before  the  assembly  in  the 
form  of  a  lecture,  doctrinal  and  practical,  will  prove  of 
more  value  to  the  senior  than  the  present  system  of 
review,  which  attempts  to  enlist  old  and  young,  and 
usually  succeeds  in  effectively  doing  neither.  Supple- 
menting the  International  Lesson  class-study  and  re- 
view, there  may  be  doctrinal  statements  from  eminent 
theologians,  supported  by  scriptural  reading ;  difficulties 
may  be  presented  by  members  of  the  assembly,  and 
answered  by  the  president  or  pastor.     Thus  a  body  of 


236         THE  MODERN  SUNDAY  SCHOOL. 

divinity  may  be  taught  to  our  young  people;  captious- 
ness,  cavilling,  frivolity,  all  being  avoided,  and  an  ear- 
nest, reverent  tone  characterizing  the  services. 

A  brief  '^doctrinale,"  or  service  of  doctrine,  made  up 
of  Scripture  texts,  creed-forms,  and  sacred  hymns  and 
chants,  may  form  a  fitting  and  impressive  close  for  the 
Sabbath  session  of  the  assembly.  Occasionally — say 
once  a  month — the  pastor  may  invite  the  assembly  to 
assist  him  in  the  evening  service,  and,  employing  one 
of  the  ^^assembly  services,"  the  hour  may  be  spent  in 
solemn  and  inspiring  worship.  Let  us  suppose  that  the 
assembly  has  thus  been  invited  by  the  pastor  to  meet 
in  the  church  on  a  given  Sunday  evening  for  service,  in 
lieu  of  the  regular  evening  sermon.  "Assembly  Service, 
ISo.  1,"  is  distributed.*  It  contains  a  responsive  Bible 
service,  hymns,  and  readings  from  standard  authors — • 
the  whole  centering  in  one  doctrine,  "The  Being  and 
Attributes  of  God.''  The  rich  treasures  of  Scripture  on 
this  subject  are  selected  and  arranged  for  antiphonal 
reading ;  the  sublime  hymns  of  the  ages  furnish  stanzas 
of  wondrous  beauty  and  power.  Two  or  three  young 
men  read  in  turn,  from  ten  to  fifteen  of  the  great  theo- 
logians, extracts  setting  forth  in  noblest  language  man's 
loftiest  conceptions  of  God.  The  pastor  preaches  a 
fifteen-minute  doctrinal  sermon  on  God.  Thus  the 
evening  service  is  made  an  "assembly  service."  The 
members  of  the  new  department  are  enlisted  in  it  to  a 
white  heat  of  enthusiasm.  Substantial  and  sublime 
truths  pass  before  the  minds  of  our  youth.  The  splen- 
dors of  rhetoric,  the  weight  of  vigorous  thought,  the 
sweet  simplicities  of  the  Holy  Scriptures,  the  inspira- 

*  For  Assembly  Service,  No.  1,  see  Appendix  G. 


THE    SENIOR    CLASSES.  237 

tion  of  sublime  poetry,  are  all  enlisted  in  the  training 
of  our  congregations.  A  second  monthly  service  brings 
before  us,  in  the  same  general  plan,  the  doctrine  of 
"Sin;"  the  third,  ''The  Offices  of  Jesus  Christ,"  and  so 
on  through  the  various  fundamental  doctrines  of  evan- 
gelical Christianity.  During  the  week  there  may  be 
occasional  meetings  for  conversations  on  Biblical  and 
literary  subjects.  The  social  life  of  the  church  may  thus 
be  elevated.  Young  people  may  be  taught  how  to 
spend  an  evening  intelligently  and  pleasantly  without 
resorting  to  the  card-table  or  the  dance.  The  schemes 
of  the  Lyceum,  the  "Victoria  Heading  Circle,"  and  of 
the  "Chautauqua  Literary  and  Scientific  Circle"  may 
be  adopted,  and  thus  our  young  people  be  held,  as  they 
are  not  now  held,  to  the  church. 

Of  course  there  will  be  objections.  "We  have  a  good 
senior  department  in  our  Simday  school  already."  Then, 
good  friend,  if  you  are  satisfied  that  your  senior  depart- 
ment is  doing  the  work  needed  for  your  church,  I  have 
only  this  to  say :  first,  that  "Senior  Department"  is  a  very 
good  name  for  the  institution ;  secondly,  provide  for  your 
senior  department  some  of  the  special  services  outlined 
above,  and  you  will  meet  with  still  greater  success. 

"Such  a  department  in  our  church  w^ould  create 
rivalry  between  school  and  assembly."  That  might  not 
be  wholly  a  bad  thing.  The  rivalry  in  the  several  grades 
of  the  secular  school  works  benefit  to  all.  With  pastor 
and  superintendent  of  the  Sunday  school,  the  same  men 
being  pastor  and  president  of  the  assembly,  you  need 
have  no  fear  of  dangerous  rivalry. 

"There  will  be  dissatisfaction  among  our  boys  and 
girls  from  twelve  to  fifteen  years  of  age."     If  your 


238         THE  MODERN  SUNDAY  SCHOOL. 

standards  improve,  joii  may  make  it  an  honorable  thing 
for  boys  and  girls  to  be  prepared  to  enter  the  assembly, 
not  merely  because  of  age,  but  by  virtue  of  their  attain- 
ment; and  if  the  high  school  creates  ambition  in  the 
several  grades  of  a  grammar  school,  neither  high  school 
nor  grammar  school  is  damaged  by  the  eager  desire 
of  pupils  to  pass  from  one  into  the  other  as  soon  as 
possible.  Indeed,  your  older  scholars  in  Sunday  school 
will  feel  more  respect  for  the  church  as  an  educating 
agency,  and  the  Sunday  school  as  its  instrument,  by 
having  this  higher  department  constantly  before  and 
above  them — the  ^^assembly,"  which  has  no  way  out  of 
it  except  at  the  end  of  life  into  the  gate  of  heaven. 

^^We  have  no  time  in  our  church  for  another  meet- 
ing." You  have  time  for  the  meetings  that  ought  to  be 
held.  With  the  ought  that  comes  from  God  there  is 
always  a  how.  You  now  have  young  people's  prayer- 
meetings,  church  sociables,  lyceums,  and  singing  schools. 
You  have  need  of  something  more  substantial  and  health- 
ful than  any  of  these.  And  the  best  things  of  these  may 
be  made  better  imder  the  direction  of  the  assembly. 

"It  would  make  trouble  in  our  Sunday  school." 
Perhaps  not.  If  you  are  sure  of  this,  it  is  better  to 
move  more  slowly  and  steadily  along  in  the  best  way 
practicable  at  present,  than  hurriedly,  at  the  expense  of 
charity  and  good  feeling,  to  adopt  new  enterprises,  how- 
ever plausible  they  may  seem.  Where  pastor,  superin- 
tendent, teacher,  and  older  members  do  not  want  and 
would  not  sustain  an  assembly,  or  where  the  w^ork  may 
be  as  effectively  done  for  our  older  pupils  under  the 
present  system,  it  were  folly,  indeed,  to  make  the 
change.    Where,  therefore,  the  need  is  not  felt,  the  plan 


THE    SENIOR    CLASSES.  239 

is  not  recommended.  ThuSj  they  who  do  not  approve  the 
new  proposition  can  go  on  quietly  and  successfully  in 
the  ways  of  their  approval ;  and  they  who  feel  the  need 
of  this  other  step  may  take  it  tentatively,  humbly,  and 
work  it  out  to  practical  results. 

The  following  plan  or  constitution  may  be  adopted, 
and  from  time  to  time  modified  as  opportunities  for  the 
separate  existence  and  operations  of  the  assembly  be- 
come possible : 

Article  1.   The  assembly  of Church  is  designed 

to  promote  the  higher  Biblical,  doctrinal,  and  general 

culture  of  the  adults  and  young  people  of  the  

Church  and  communitv. 

Article  2.  The  assembly  shall  be  composed  of  per- 
sons fifteen  years  of  age  and  over,  who  consent  to  become 
members,  and  who  agree  to  conform  to  its  regulations. 

Article  3.  The  assembly  shall  be  under  the  direc- 
tion of  the .* 

Article  4.  The  officers  of  the  assembly  shall  be  the 
pastor,  president, f  secretary,  treasurer,  and  tutors,  who 
shall  be  elected,  the  pastor  excepted,  by  the .* 

Article  5.  The  assembly  shall  hold  its  regular  ses- 
sions at .:j: 

*  The  governing  body  of  the  assembly  may  be  the  Sunday-school 
Board,  or  a  special  assembly  committee  made  up  of  the  pastor, 
president,  secretary,  and  tutors  of  the  assembly,  with  a  committee 
of  three  or  more,  from  the  church,  the  quarterly  conference,  session, 
or  vestry. 

t  The  superintendent  of  the  Sunday  school  should,  whenever  prac- 
ticable, be  president  of  the  assembly. 

t  It  may  be  necessary  at  the  beginning  to  say,  "The  assembly 
shall  hold  its  regular  sessions  in  connection  with  the  Sunday  school, 
remaining  occasionally  after  the  dismission  of  the  school,  but  meet- 
ing at  other  convenient  hours  for  special  sessions." 


240         THE  MODERN  SUNDAY  SCHOOL. 

Article  6.  The  assembly  shall  use  the  International 
Lessons,  and  such  additional  exercises  in  the  form  of 
lectures,  conversations,  drills,  and  other  services,  as  may 
be  adopted  by  the  committee  in  charge. 

Article  7.  A  committee  of  five  on  special  work  shall 
be  appointed  by  the  Board  (of  Avhicli  committee  the 
pastor  and  president  shall  be  ex-officio  members),  and  it 
shall  be  the  duty  of  this  committee  to  provide  a  library, 
secular  and  religious,  for  the  assembly,  week-evening 
meetings  for  lyceum  lectures,  scientific,  literary,  and 
doctrinal  studies,  a  special  Sunday  afternoon  or  evening 
service,  imder  the  control  of  the  pastor. 

Let  me  look  at  another  difficulty  in  the  management 
of  the  young  people  through  the  teaching  department  of 
the  church.  It  is  in  the  matter  of  home  study.  Thev 
won't  study  at  home. 

This  is  the  almost  universal  complaint  of  our  Sunday- 
school  authorities  against  young  people  who  attend  the 
Sunday  school:  They  won't  study  their  Sunday-school 
lessons  at  home.  That  is,  they  don't;  and  it  is  safe  to 
assume  that  they  don't  because  they  won't.  This  is  a 
way  human  nature  has. 

The  boys  do,  however,  study  something  at  home.  So 
do  the  girls.  The  boys  study  ball  and  bat,  and  laws  of 
base-ball  grounds.  The  girls  study  bonnets  and  cut  of 
dress,  and  style  of  tying  this  and  setting  off  that.  It  is 
simply  astonishing  to  see  with  what  eagerness  they  look 
up  the  subjects  in  which  they  are  interested;  what  a 
world  of  facts  and  laws  they  acquire ;  what  questions 
they  can  answer;  what  difficulties  overcome,  and  what 
time  and  talk  and  patience  give  to  all  these  topics.  But 
they  won't  study  their  Sunday-school  lessons  at  homCo 


THE    SENIOR    CLASSES.  241 

Day-school  lessons  these  same  young  people  do  study. 
Systematically,  year  in  and  year  out,  in  all  weathers, 
and  in  spite  of  the  varied  attractions  and  recreations  of 
the  changing  seasons.  I^ot  that  they  are  always  inter- 
ested. Xot  that  their  delights,  like  the  delights  of  game 
and  dress,  are  hidden  among  the  fascinating  leaves  of 
text-books  or  among  the  golden  minutes  of  recitation 
hours.  Far  otherwise;  but  they  study,  nevertheless. 
They  must  study.  They  must  study  to  keep  their 
'^stand"  on  the  records ;  to  retain  the  respect  of  teachers 
and  classmates;  to  make  a  good  report  at  home;  to 
secure  ''promotion"  when  the  time  comes. 

So  it  appears  that  our  older  Sunday-school  scholars 
do  study — outside  of  the  Sunday  school  limits  and  les- 
sons. What  they  delight  in  they  study.  What  they 
are  driven  to  they  study.  In  Sunday-school  lessons 
there  is  little  to  delight  souls  absorbed  in  merely  secular 
things ;  and  in  Sundav-school  administration  there  is  no 
power  to  compel,  and  there  are  no  incentives  such  as 
come  from  class  rivalries  and  promotions,  home  appro- 
bation or  censure.  The  fact  is,  therefore,  everywhere 
thrust  upon  our  unwilling  acceptance — young  people 
won't  study  the  Bible  as  they  do  grammar,  or  arith- 
metic, or  science  in  the  secular  schools. 

Add  to  all  this  the  feeling  of  parents,  as  well  as  of 
the  students  themselves,  that  so  much  mental  effort  in 
"getting  lessons"  all  through  the  week  might  excuse 
young  people  from  hard  study  in  connection  with  Sun- 
day school.  The  dear  things  need  rest  from  brain  work. 
They  will  wear  out.  They  run  the  risk  of  hydro- 
cephalus, or  other  brain  affection. 

Besides,  what  is  the  use  ?    Religion  is  a  simple  thing. 

16 


242         THE  MODERN  SUNDAY  SCHOOL. 

It  is  a  matter  of  feeling.  The  intellectual  forces  may  be 
exercised  in  science  and  literature,  but  the  Bible  is  a 
book  for  the  heart.  Its  lessons  are  to  be  absorbed.  And 
too  much  study  may  make  sceptics  of  them.  ^Ynd,  be- 
sides, those  old  times  of  Bible  history — full  of  miracles 
and  murders,  and  stories  of  wicked  men  and  frightful 
wars — who  cares  for  them  ?  What  good  end  do  they 
serve  in  ou?'  age  of  electric  light  and  progressive 
thought  ? 

Look  further.  See  the  woeful  want,  already  acknowl- 
edged, of  provisions  for  gradation  and  promotion  in  the 
schools.  See  the  superficiality  of  the  general  reviews, 
^ote  the  heavy  demands  of  the  pulpit  every  Sabbath 
upon  both  pastor  and  people.  !N^ote  the  lack  of  pastoral 
interest  in  this  whole  dej^artment  of  his  church.  Watch 
the  amused  smile  of  the  ''scholarly"  divine  at  the  re- 
ports made  to  him  of  puerilities  in  class  and  desk — from 
which  his  active  interest  and  presence  and  influence 
might  save  both  teachers  and  scholars.  What  wonder 
that  young  people  are  indifferent  and  negligent !  What 
wonder  that  they  think  it  ''smart"  to  puzzle  the  teacher 
with  absurd  questions  on  obscure  points,  or  quote  the 
"wit"  of  Mark  Twain,  Josh  Billings,  and  other  prophet? 
of  the  hour,  concerning  Bible  miracles,  "Sunday-school 
youth,"  and  their  precocious  piety! 

With    all    these    elements    on    the    side    of    apathy, 
indolence,  and  scorn,  is  it  any  wonder  that  multitudes 
of   our    "young   people    won't    study   their   lessons    at' 
home  ?" 

But  I  am  not  through  with  the  subject.  I  am  dealing 
with  an  evil.  I  seek  its  root.  This  found,  it  will  be 
easier  to  remove  the  evil  itself.     The  apathy  I  deprecate 


THE    SENIOR    CLASSES.  243 

— this  want  of  taste  for  spiritual  things — is  of  the 
"world."  The  world  is  very  fond  of  evil,  and  very  much 
given  up  to  it,  and  violent  antagonism  to  truth  and  good 
is  not  the  only  way  in  which  the  world  opposes  the 
kingdom  of  Christ.  Atmospheres  are  as  dangerous  as 
open  assaults.  In  this  indifference  to  Bible  study,  the 
enemy  is  at  work. 

Let  us  look  into  the  matter  still  further.  OugJit  our 
young  people  to  study  their  Sunday-school  lessons  ? 
Does  the  "ought"  linger  where  the  "won't"  wins? 
Where  duty  is,  one  can  stand  securely  and  speak  em- 
phatically. Are  there  energies  in  the  air  that  may  bo 
concentrated,  and  create  in  the  young  heart  a  sharp  con- 
viction of  personal  responsibility?  If  so,  we  need  not 
fear  worldly-mindedness,  indifference,  or  contempt. 

What,  then,  shall  we  say  in  answer  to  the  question: 
Ought  our  young  people  to  study  their  Sunday-school 
lessons  at  home  ? 

1.  Young  people  7ieed  to  study  the  Holy  Scriptures. 
"Wherewithal  shall  a  young  man  cleanse  his  way  ?  by 
taking  heed  thereto  according  to  Thy  Word."  "I  write 
unto  you,  young  men,  because  ye  are  strong,  and  the 
Word  of  God  abideth  in  you."  "Thy  Word  have  I  hid 
in  mine  heart,  that  I  might  not  sin  against  Thee." 
"From  a  child  thou  hast  known  the  Holy  Scriptures, 
which  are  able  to  make  thee  wise  unto  salvation." 

2.  Young  people  need  a  time  set  apart  for  such  study ; 
teachers  to  direct  them;  text-books  to  assist  them; 
appointed  tasks  to  incite  them. 

3.  The  question  of  taste  and  preference  has  no  more 
place  in  the  solution  of  this  problem  than  in  the  studies 
of  the  secular  school.     Whether  a  boy  "takes"  to  arith- 


244         THE  MODERN  SUNDAY  SCHOOL. 

metic  or  not,  he  must  study  arithmetic;  he  must  thus 
seek  to  discipline  his  mind;  he  must  acquire  a  knowl- 
edge of  rules,  and  facility  in  the  practical  application  of 
them,  lie  must  do  this.  He  must  feel  the  force  of  the 
OUGHT^  and  his  success  as  a  student  is  measured  by  the 
manner  in  which  all  his  powers  respond  to  the  ought. 
As  in  arithmetic,  so  in  grammar,  geography,  and  every^ 
other  branch  of  study.  It  is  only  by  discipline  that  ho 
can  acquire  taste,  facility,  and  pleasure.  Conscience  is 
a  strong  factor  in  true  secular  study.  It  is  the  same  in 
Bible  study.  Every  argument  wdiieli  urges  a  boy  to 
study  the  lessons  of  the  everyday  school  should  bo 
equally  operative  in  connection  with  the  lessons  of  the 
Sundav  school. 

4.  Where  pu]3ils  are  not  alive  to  the  importance  of 
this  fidelity  in  day  school,  teachers  and  parents  make 
clear  to  them  the  demands  of  the  situation.  Parents 
and  teachers  should  do  the  same  service  in  behalf  of  the 
Sunday-school  lesson.  Parental  authority  and  the  voice 
of  conscience  sliould  speak  forcibly  in  the  one  as  in  the 
other  department  of  education.  Our  young  people  w^on't 
study  the  Sunday-school  lesson  at  home  because  they 
are  indifferent  to  it.  They  are  indifferent  to  it  because 
parents,  ministers,  and  teachers  do  not  make  fervent 
appeals  to  their  sense  of  duty.  Instead  of  finding  con- 
science reinforcing  the  arguments,  commands,  and  ap- 
peals of  their  superiors,  they  find  their  apathy  concern- 
ing  Bible  study  winked  at,  and  sometimes  laughed  at, 
and  too  often  justified. 

Let  us,  then,  remember  that  indifference  to  Bible 
study  on  the  part  of  our  young  people  is  not,  and  cannot 
be,  innocent.     It  is  sin.     And  the  indifference  of  the 


THE    SENIOR    CLASSES.  245 

pulpit  and  the  apologetic  tone  of  the  home  on  the 
subject  are  positively  wrong. 

Let  us  show  our  young  people  why  they  ought  to 
study  the  Sunday-school  lesson;  why  they  need  it  as 
students  of  secular  science  and  general  literature  in 
which,  too  often,  the  religious  element  is  ignored;  why 
they  need  it  as  responsible  subjects  of  God's  government, 
with  a  destiny  before  them,  an  account  to  be  rendered, 
a  character  to  be  developed,  a  hell  to  be  avoided,  a 
heaven  to  be  attained. 

Instead  of  appeals  to  pride,  to  the  personal  love  of 
the  teacher,  a  desire  to  make  a  good  show  in  the  general 
review,  or  to  keep  up  the  esprit  de  corps  of  the  school, 
let  us  develop  conscience,  and  appeal  to  it. 

Quote  the  Word  of  God  as  our  authority  on  the  sub- 
ject, and  deal  with  this  whole  question,  not  as  a  matter 
of  taste  or  whim  or  policy,  but  as  a  matter  of  positive 
duty,  commanded  in  the  Word  of  God,  and  for  the  dis- 
charge or  neglect  of  which  every  pupil  is  personally 
responsible  to  God. 

And  finally,  as  to  the  ^^troublesome''  pupils,  let  me 
say  to  the  almost  discouraged  teacher :  Do  not  be  dis- 
heartened. 1.  Remember  what  they  are  to  be  in  the 
future — the  fathers  and  the  mothers  of  the  next  genera- 
tion. 

2.  Remember  that  the  period  through  which  they  are 
passing  is  not  likely  to  last  long,  and  yet  that  is  full  of 
the  gravest  possibilities.  Therefore  teach  for  the  fu- 
ture. The  truth  earnestly  taught  to-day  will  certainly 
yield  fruit  in  the  future. 

3.  Be  very  patient.  iN'ever  seem  to  be  annoyed  by 
the  irregularities  and  mischievous   devisings   of  such 


246         THE  MODEKN  SUNDAY  SCHOOL. 

pupils.  Endure  !  Endure  !  Endure  !  Be  full  of  good 
humor.  Never  scold.  Let  them  look  upon  you  as  a 
cheery,  good-natured  soul,  whose  life  has  a  great  deal  of 
sunshine  in  it. 

4.  The  next  rule  will  be  easy  enough  to  observe  if 
you  can  keep  the  last  one.  It  is  this :  AVin  the  love  of 
your  pupils.  They  have  it  in  them  to  love  any  one 
who  will  come  into  their  sphere  with  confidence  and 
sympathy  for  them. 

5.  Teach  with  great  simplicity.  Teach  them  very 
much  as  you  would  teach  an  infant  class,  but  don't  let 
them  know  that  you  are  trying  to  do  that.  Give  them 
the  clearest  illustrations,  the  plainest  applications,  but 
do  it  in  a  tone  and  manner  which  shall  really  respect  the 
age  and  social  standing  of  such  pupils. 

6.  Kindle  their  ambition.  Appeal  to  their  self- 
respect.  Show  them  the  w^ortli  of  knowledge  and  the 
contemptibleness  of  ignorance.  Call  their  attention  to 
the  successful  people  in  their  OAvn  neighborhood. 

7.  Teach  the  Law  of  God  w^ith  all  its  severest  penal- 
ties. We  make  a  great  mistake  in  these  days  in  not 
presenting  to  our  youth  the  realities  of  judgment,  the 
holiness  of  God,  the  righteous  wrath  of  God,  and  the 
certainty  of  future  punishment.  All  this  should  be 
done  affectionately  and  with  great  tenderness,  but  it 
should  be  done. 

8.  Put  the  right  books  into  their  hands.  A  good  book 
is  often  the  means  of  saving  a  young  man  from  per- 
dition. 

9.  Visit  and  understand  and  secure  the  co-operation 
of  their  parents  or  guardians. 

10.  Get  them  interested  in  a  social  organization  of 


THE    SENIOR    CLASSES.  247 

some  kind.  A  little  society  in  the  church  might  be 
conducted  in  the  interest  of  such  youth,  and  would  be 
of  incalculable  advantage. 

11.  One  thing  more  remains  to  be  said.  The  earlier 
you  can  commit  your  young  people  to  the  personal  serv^- 
ice  of  Christ  the  stronger  your  hold  upon  them,  and  the 
safer  they  will  be  while  j)assing  through  the  perilous 
period  I  have  described. 

The  movement  known  as  ^^The  Recreative  Eveninc^ 
Classes/'  begun  by  Dr.  J.  B.  Paton,  of  E"ottingham, 
and  which  is  now"  receiving  such  hearty  approval  in 
England,  deserves  not  only  words  of  commendation  and 
Avidespread  announcement,  but  the  most  active  co-opera- 
tive efforts  on  the  part  of  every  pastor  and  of  every  lay- 
man who  desires  the  safety  and  useful  training  of  the 
young  people  ^'between  thirteen  and  eighteen  3'ears  of 
age."  The  plan  will  give  the  church  a  firm  grasp  on 
this  important  portion  of  our  population. 


248         THE  MODERN  SUNDAY  SCHOOL. 


CHAPTER  XV. 

THE    LESSONS. 

God  has  commanded  man  to  study  His  Word ;  to  read, 
search,  meditate  upon,  and  obey  it.  He  has  likewise 
commanded  parents  to  teach  it  to  their  children,  even  to 
the  little  ones  'Svhich  have  not  known  anything."  He 
has  made  the  study  of  it  a  means  of  grace,  of  enlighten- 
ment (Ps.  cxix.  130),  of  conversion  (Ps.  xix.  7),  of  en- 
richment (Ps.  cxix.  72),  of  comfort  (Ps.  cxix.  50),  of 
edification  (Acts  xx.  32),  of  strength  (1  John  ii.  14), 
of  sanctification  (John  xvii.  17),  of  stability  (Ps.  xxxvii. 
31).  He  has  likened  this  Word  of  His  grace  to  all 
precious  and  excellent  things — to  light  (Ps.  cxix.  105), 
to  seed  (Luke  viii.  11),  to  rain  and  dew  (Deut.  xxxii. 
2),  to  honey  (Ps.  xix.  10),  to  silver  (Ps.  xii.  6),  to  fine 
gold  (Ps.  cxix.  127),  to  all  riches  (Ps.  cxix.  14),  to  a 
two-edged  sword  (Heb.  iv.  12),  to  a  fire  (Jer.  xxiii. 
29).  He  has  commanded  His  church  to  believe,  love, 
and  teach  it. 

The  Bible  is  an  immense  book.  The  ordinary  edi- 
tions contain  over  twelve  hundred  pages.  The  variety 
of  its  contents  is  astonishing.  There  is  scarcely  a 
branch  of  human  knowledge  upon  which  it  does  not  shed 
some  light.  It  is  a  book  of  diverse  sciences,  albeit  its 
central  science  is  that  of  salvation.  To  this  all  the  rest 
bow,  as  the  sheaves  of  Hebron  and  the  stars  of  heaven 
bowed  to  Joseph.    In  the  gradual  unfolding  of  the  plan . 


THE    LESSONS.  249 

of  redemption  which  the  Bible  records  we  find  a  treas- 
ure of  history,  of  biography,  of  geography,  of  ancient, 
peculiar,  and  quite  Oriental  usages,  of  philosophy,  of 
ethics,  of  theology.  Now,  no  man  has  a  right  to  say 
concerning  any  book  of  the  Bible,  or  of  any  subject  dis- 
cussed in  the  Bible,  that  it  is  useless  or  unimportant; 
for  God  has  said,  "All  Scripture  is  given  by  inspiration 
of  God,  and  is  j^rofitahle  for  doctrine,  for  reproof,  for 
correction,  for  instruction  in  righteousness:  that  the 
man  of  God  may  be  perfect,  thoroughly  furnished  unto 
all  good  works"  (2  Tim.  iii.  16,  17). 

It  is  the  duty  of  the  church  to  teach  the  Word — its 
claims  as  a  divine  book,  and  as  the  standard  of  faith 
and  practice  for  all  men ;  its  construction  and  contents ; 
its  exact  language,  especially  in  its  doctrinal,  didactic, 
and  devotional  portions. 

The  Bible  is,  and  it  is  not,  a  systematic  book.  It 
seems  a  disorderly  mass  of  history  and  poetry,  of  chro- 
nological tables  and  sweet  promises.  It  is  apparently  a 
confusion  of  ethical,  archaeological,  liturgical,  and 
poetical  sayings  and  records ;  a  mixing  up  of  human 
transactions  and  divine  declarations. 

In  reality,  the  Bible  is  a  systematic  book.  It  is  a 
growth,  and  not  a  mechanism;  a  mountain,  and  not  a 
pyramid.  There  is  order  in  it,  for  it  was  developed 
according  to  a  divine  order  and  under  divine  direction. 
It  is  a  history,  extending  through  long  ages  of  divine 
providence  and  revelation.  The  history  had  its  be- 
ginnings— its  seed-sowing,  and  then  its  germination,  its 
growth,  its  blossoming,  and  its  fruit-bearing.  Its  con- 
fusion is  only  seeming  confusion.  There  is  a  divine 
^^first  and  last"  in  it,  a  ^^beginning  and  an  ending." 


250         THE  MODERN  SUNDAY  SCHOOL. 

The  stars  that  seem  scattered  without  purpose  or  plan 
in  the  azure  have  their  courses  and  harmonies  and 
changeless  order,  as  seen  bj  the  all-knowing  and  all- 
controllinc:  Creator. 

The  Bible  is  not  a  classified  cyclopaedia  of  things 
celestial  and  divine.  It  has  no  alphabetic  arrangement 
by  which,  as  in  a  dictionary,  one  may  turn  at  a  moment 
to  the  sum  total  of  divine  revelation  on  a  given  topic. 
Its  history  reaches  through  the  whole  book.  It  is  a 
book  of  geography  from  Eden  to  Ephesus.  Its  prophecy 
and  poetry  are  found  almost  everywhere.  Its  unfold- 
ings  of  divine  character  occur  in  Genesis  and  in  Revela- 
tion, and  in  every  book  of  the  sacred  canon.  And  as  for 
its  promises,  like  stars  they  ' 'blossom  in  the  infinite 
heavens"  of  this  divine  expanse. 

There  is  a  hidden  system  in  Scripture.  The  student 
seeks  and  finds  it.  There  is  a  mechanical  system  which 
may  be  constructed  after  the  larger  and  less  apparent 
divine  system,  and  by  which  the  student  may  the  more 
easily  master  the  Word — ^^rightly  dividing  it."  This 
mechanical  system  the  teacher  should  employ  for  his 
own  guidance,  and  for  the  guidance  especially  of  his 
pupils.  The  Scripture  area  is  so  vast,  its  sweep  so  far- 
reaching,  its  objects  of  search  and  thought  so  colossal, 
that  children  need  an  orrery  to  bring  within  their  grasp 
the  unity  of  plan,  and  the  inter-relation  of  the  various, 
vast,  and  remote  objects  in  the  Scripture  heavens. 

When  Jesus  fed  the  five  thousand  ^'He  commanded 
them  [His  disciples]  to  make  all  sit  down  by  companies 
upon  the  green  grass.  And  they  sat  down  in  ranks,  by 
hundreds  and  by  fifties."  The  system  facilitated  the 
feeding  of  so  great  a  multitude.     Every  great  work  is 


THE    LESSONS.  251 

promoted  by  a  thoroiigli  plan.     ''Order  is  heaven's  first 

law." 

This  systematic  arrangement  of  Bible  truth  is  most 
useful.  Bible  geography  should  lie  in  the  mind — a 
living  map,  as  the  geography  of  the  earth  at  large  does 
in  the  minds  of  day-school  pupils.  Bible  history  should 
take  chronological  form,  and  in  comprehensive  outline 
should  be  like  mental  pigeon-holes,  to  which  Bible  facts 
at  their  casual  recognition  should  at  once  fly,  "as  doves 
to  their  windows."  Explanations  of  Bible  archaeology, 
laws  of  Bible  interpretation,  outlines  of  Bible  theology, 
arrangements  of  Bible  promises — all  these  should  form 
a  part  of  the  Bible  student's  mental  furnishing.  All 
these  should  be  taught  in  a  systematic  way  by  parents, 
teachers,  and  superintendents  to  the  scholars  under  their 
care. 

A  careful  plan  of  study,  followed  regularly  and  sys- 
tematically by  a  well-organized  church  or  mission  school, 
must  certainly  secure  to  its  members  a  more  thorough 
knowledge  of  the  Holy  Scriptures  than  could  be  possible 
in  the  absence  of  system — allowing  always  that  the 
presence  of  God's  Spirit  be  devoutly  sought.  "While  the 
most  admirable  mechanism  in  the  world  would  be  a  fail- 
ure without  a  motive  power,  the  mechanism  is  not  to  he 
ignored  because  the  power  is  indispensable.  To  pro- 
mote a  thorough  Biblical  training  for  spiritual  ends  in 
connection  with  the  church,  a  system  or  course  qi  study 
is  desirable. 

Let  us  inquire  what  such  course  of  study  should 
comprise. 

1.  Primarily  it  should  embrace  a  series  of  lessons 
on  the  salient  facts  of  the  Bible,  from  the  creation  of 


Py52  THE    MODERN    SUNDAY    SCHOOL. 

man  to  the  close  of  the  'New  Testament  history.  The 
biogTai)hical  and  historical  portions  of  the  Bible,  studied 
in  the  light  of  the  life  and  death  and  resurrection  of 
Jesus  Christ,  become  ^'profitable  for  doctrine,  for  re- 
proof, for  correction,  for  instruction  in  righteousness." 

2.  The  leading  "doctrines"  of  Christian  theology — 
doctrines  relating  to  God,  to  man,  and  to  the  Mediator — 
the  wise,  rich,  and  suggestive  formulas  of  theological 
truth  which  are  embodied  in  the  creeds  and  catechism 
of  the  church,  should  be  carefully,  earnestly,  and  prac- 
tically taught  to  children.  Uninstructed  adults  should 
be  g^td  to  receive  a  training  on  these  important  subjects. 
Every  minister  should  be  able  to  say  to  the  parents, 
class-leaders,  and  Sunday-school  teachers  of  his  church, 
"According  to  the  grace  of  God  which  is  given  unto  me, 
as  a  wise  master-builder,  I  have  laid  the  foundation,  and 
another  buildeth  thereon.  But  let  everv  man  take  heed 
how  he  buildeth  thereupon."  He  should  faithfully  ex- 
hort his  assistants  "to  build  upon  this  foundation  gold, 
silver,  precious  stones." 

3.  The  recognition  of  Bible  names,  usages,  etc.,  in  the 
casual  investigation  of  a  specific  lesson,  is  of  great  ad- 
vantage to  a  student.  A  knowledge  of  the  "summaries" 
of  Bible  truth  is  also  beneficial.  Therefore  a  complete 
course  of  study  should  comprise  special  lessons  in  "Bible 
History,"  "Bible  Geography,"  "Bible  Chronology," 
"Bible  Manners  and  Customs,"  "The  Bible  as  a  Book," 
"Christian  Evidences,"  "Bible  Interpretation." 

4.  The  church  should  teach  its  youth  and  its  adults 
the  devotional  literature  of  the  ages  in  prose  and  poetry, 
which  has  become  classic  and  which  promotes  spiritual 
life. 


THE    LESSONS.  253 

5.  It  should  teacli  them  the  principal  characters  and 
events  of  church  history. 

6.  It  should  carefully  train  its  members  in  the  evan- 
gelical basis  of  all  missionary  and  reformatory  effort  for 
which  the  church  is  or  should  be  responsible,  and  the 
facts  which  demand  and  inspire  such  effort. 

7.  If  a  particular  denomination  be  doubtful  concern- 
ing its  interpretations  of  the  Word,  distrustful  of  its 
ecclesiastical  organization,  ashamed  of  its  historical 
records,  it  should  carefully  avoid  teaching  anything 
relating  to  itself  to  the  children  committed  to  its  care. 
If,  however,  it  be  conscientious  in  holding  its  distinctive 
doctrines,  observing  its  distinctive  usages,  or  perpetu- 
ating its  denominational  history,  let  the  children  be 
thoroughly  taught  these  things,  and  be  referred  to  the 
Word  of  God  as  the  final  and  only  authority  for  them. 

It  is,  in  a  word,  the  duty  of  the  church  to  teach 
what  every  Christian  should  know.  It  should  teach  the 
contents  of  the  Bible  in  the  w^isest  manner  possible, 
adopting  the  best  methods  of  the  best  teachers.  For 
example,  sacred  history  should  be  taught  as  secular 
history  is  taught,  not  by  mere  memorizing,  but  by  the 
aid  of  comprehensive  summaries  and  catechetical  ar- 
rangements, chronology,  geography,  word-picturing, 
analyses  of  character,  discovery  of  immediate  and  re- 
mote causes,  etc.  And  the  memory  should  be  stored 
with  large  and  connected  portions  of  divine  truth  in  the 
very  language  of  the  Word. 

It  is  the  duty  of  the  church  to  recognize  and  employ 
in  this  work  of  teaching  the  several  agencies  under  its 
control;  not  to  hold  any  one  institution  or  department 
responsible  for  the  entire  work  of  instruction,  but  to  dis- 


254  THE    MODERN"    SUNDAY    SCHOOL. 

tribute  responsibility,  and  secure  cordial  co-operation 
between  the  several  agencies. 

Here  lies  one  of  the  radical  defects  of  our  modern 
church  life.  The  Sunday  school  has  turned  over  to  it 
the  responsibility  of  the  Biblical  and  religious  training 
of  children.  It  is  said  that  children  neglect  the  sanc- 
tuary because  they  go  to  Sunday  school,  that  parents 
neglect  family  prayer  and  catechizing  because  the  chil- 
dren go  to  Sunday  school,  and  that  pastors  excuse  them- 
selves from  special  catechetical  and  other  classes  on  the 
same  ground.  I  think  (perhaps  the  wish  is  father  to 
the  thought)  that  this  view  of  the  case  is  not  sustained 
by  the  facts.  At  the  same  time  it  behoves  us  to  be  ex- 
ceedingly careful  and  vigilant,  lest  the  original  com- 
mission to  parents  and  pastors  be  transferred  to  sub- 
ordinate agencies  and  officers.  The  whole  church  must 
teach.  Home,  pulpit,  pastorate,  Sunday  school,  must 
unite. 

Let  us  now  examine  a  scheme  of  church  study  and 
ask  how  it  should  be  pursued. 

1.  A  given  term  of  years  should  be  assigned  to  it — 
six,  seven,  or  eight,  according  to  circumstances. 

2.  Parents  should  make  the  service  of  family  prayer 
and  their  home  teachings  bear  upon  this  course  of 
lessons. 

3.  The  pastor  should  enter  into  it  most  heartily, 
urging  parents,  teachers,  and  scholars  to  fidelity,  thor- 
oughness, and  spirituality  in  their  efforts.  He  should, 
in  the  w^eekly  prayer-meeting  and  in  the  pulpit,  keep 
the  whole  question  as  well  as  the  current  subject  of 
study  before  his  jDcople. 

4.  The  pastor  and  superintendent  should  hold  special 


THE    LESSON'S.  255 

week-day  or  evening  meetings  for  drilling  the  school 
and  all  persons  who  are  interested  in  the  '^specific  les- 
sons" and  '^summaries"  of  Bible  history,  geography, 
and  doctrine  above  recommended. 

5.  The  Sunday-school  session  should  be  especially  set 
apart  for  the  prosecution  of  this  work.  The  lesson  for 
each  Sabbath  should  run  through  the  entire  school.  I 
therefore  recommend  for  each  school  what  is  called  the 
^'Uniform  Lesson."  Here  are  a  few  of  the  considera- 
tions in  its  favor : 

(1.)  It  facilitates  the  teachers  preparation.  The 
assistance  needed  by  most  of  our  Sabbath-school  teachers 
can  be  given  more  economically  and  satisfactorily  when 
all  have  the  same  lesson  to  prepare.  It  requires  less  time 
to  examine  or  review  one  lesson  than  ten  lessons. 

(2.)  It  facilitates  the  pastors  supervision.  The 
pastor  is  responsible  for  the  doctrinal  and  practical 
truth  upon  which  his  assistants — the  Sabbath-school 
teachers — feed  his  flock.  Even  if  the  normal  training 
might  be  as  effectually  secured  in  the  use  of  miscellane- 
ous lessons,  certainly  the  guidance  and  direction  in  re- 
gard to  the  subject-matter  could  not  be  given  half  so 
well. 

(3.)  It  facilitates  home  preparation.  The  adult 
department  of  the  church  school  is  increasing  every 
year.  Soon,  we  trust,  our  parents,  older  brothers,  and 
older  sisters  will  be  regular  members,  and  with  the 
steadily  rising  intellectual  standard  of  the  "Assembly," 
the  home  preparation  will  receive  more  attention.  Even 
as  it  is,  members  of  the  same  household  might  aid  each 
other  in  the  lesson  during  the  week  if  the  uniform  svs- 
tem  were  adopted.     And  the  questioning  of  the  old  by 


256         THE  MODERN  SUNDAY  SCHOOL. 

the  young  for  information,  or  of  the  young  by  the  old 
for  examination,  would  quicken  the  interest  of  all  in 
the  topic  for  the  week. 

(4.)  It  increases  the  effectiveness  of  the  gerieral  exer- 
cises of  the  school.  By  the  class-method  of  teaching  we 
secure  thoroughness;  by  the  general  exercise,  enthu- 
siasm. The  uniform  system  gives  the  key-note  to  all  the 
general  exercises  of  the  school.  It  arrests  the  eye  by  the 
blackboard  sentence  or  symbol.  It  fixes  the  rounds  in 
the  ladder  of  the  prayer.  It  runs  through  the  hymns 
or  songs.  It  facilitates  the  general  review  at  the 
close  of  the  class  recitations.  Healthful  emulation 
may  be  excited,  defective  teaching  in  the  class  com- 
pensated, thought  concentrated,  and  truth  practically 
applied  by  the  general  examination  under  the  uniform 
system. 

(5.)  It  may  vastly  augment  the  poiver  of  the  pulpit. 
When  the  public  mind  has  been  called  through  the  week 
to  any  particular  subject,  the  pulpit  commands  pro- 
found attention  on  the  Sabbath  by  its  discussion.  The 
more  the  people  have  thought  about  it,  the  more  eagerly 
they  listen  to  the  pulpit  utterance.  For  this  reason  the 
wise  pastor'  frequently  selects  as  the  topic  of  his  morning 
or  evening  discourse  the  Sunday-school  lesson  of  the 
day.  He  has  in  such  cases  been  rewarded  at  the  very 
outset  by  a  fixed  attention,  which  has  kindled  his  own 
soul,  and  thus  given  the  truth  double  power.  And 
should  the  family  readings  from  the  Word  of  God  every 
morning  be  suggested  by  the  subject  of  the  lesson  for  the 
ensuing  Sabbath,  and  the  text  of  the  Sabbath  be  found 
in  the  lesson,  and  all  the  exercises  of  the  school  be  pene- 
trated by  its  leading  idea,  what  educating  power  would 


THE    LESSONS.  257 

the  churcli  exert,  as  compared  witli  its  present  miscel- 
laneous array  of  working ! 

The  arguments  against  uniformity,  dra^^ra  from  the 
analogies  of  secular  education,  seem  to  us  unfair  and 
defective.  The  Sabbath  school  is  not  what  the  secular 
schools  are.  These  have  from  ten  to  twenty  text-books 
on  as  many  distinct  sciences.  The  Sunday  school  has 
one,  only  one,  text-book  on  one  science.  The  secular 
schools  teach  from  twenty-five  to  thirty-five  hours  a 
week;  the  Sabbath  school  scarcely  averages  one  hour. 
May  not  these  disparities  justify  a  diversity  in  method  ? 

This  whole  difficulty  is  removed  by  remembering 
that  the  Bible  contains  in  every  part  truth  for  the 
weakest  and  the  strongest.  From  the  same  lesson  phi- 
losophers and  babes  may  learn  wisdom.  In  these  fair 
gardens  of  revelation  are  fountains  everywhere,  from 
which  the  little  and  illiterate  ones  may  sij),  while  the 
learned  may  drink  deep,  and  wonder  at  the  sweetness  of 
the  waters. 

If  in  any  particular  school  an  adult  Bible  class  should 
insist  upon  pursuing  an  independent  set  of  lessons,  it 
will  certainly  not  decline  to  spend  at  least  a  few  minutes 
in  the  general  resume  of  the  current  lesson,  for  the  sake 
of  uniformity. 

The  International  Lesson  scheme  is  now  beginning 
(1887)  its  third  series  of  seven  years.  While  the  author 
claims  the  honor  of  having  originated  the  two  great 
lesson  systems — the  "National"  (of  Chicago)  and  the 
"Berean"  (of  :N'ew  York)— in  1866  and  1868  respec- 
tively, and  of  having  prepared  and  published  the  first  of 
the  now  popular  "Lesson  Leaves,"*  all  of  which  made 

*  See  Appendix  H. 

17 


258         THE  MODERN  SUNDAY  SCHOOL. 

possible  the  conception  of  a  "Xational  system,"  it  is  to 
B.  F.  Jacobs^  of  Chicago,  that  the  honor  for  this  concep- 
tion belongs.  And  to  him,  moreover,  belongs  the  honor 
of  having  secured  the  experiment  when  the  ''odds"  were 
against  him.  The  International  Lesson  system,  which 
naturally  followed  the  ''National,"  the  author  of  this 
volume  proposed  and  most  strenuously  advocated  on 
both  sides  of  the  Atlantic,  as  the  only  method  by  which 
the  local  rivalry  of  publishing  houses  in  America  could 
be  neutralized.  The  story  of  the  whole  movement  has 
been  accurately  and  interestingly  told  by  the  Eev. 
Simeon  Gilbert,  of  Boston.  Large  credit  must,  of 
course,  be  given  in  all  such  historical  reminiscences  to 
the  Sunday  School  LTnion,  56,  Old  Bailey,  London, 
which  issued  uniform  lessons  twenty-two  years  before 
the  National  scheme  was  devised,  and  which,  with  royal 
magnanimity  and  zeal,  has  co-operated  from  the  begin- 
ning of  the  International  movement. 

There  are  many  advantages  in  this  system  of  uni- 
versal uniformity : 

1.  It  has  increased  the  influence  of  the  Bible  over  the 
people.  It  has  advertised  the  Bible ;  has  led  to  its  wider 
use;  has  increased  the  popular  knowledge  of  its  con- 
tents; has  exalted  it  as  the  only  standard  of  faith  and 
practice,  and  lias  promoted  the  love  of  the  Book  among 
the  people. 

2.  Unity  in  the  study  of  the  Word  has  promoted  the 
spirit  of  unity  among  the  people  of  God.  It  reminds  us 
that  we  all  search  the  same  Word,  love  the  same  truth, 
depend  on  the  same  Spirit,  appeal  to  the  same  authority. 
The  study  of  God's  Word  for  ourselves  is  the  surest  way 
of  promoting  growth  in  the  grace  and  in  the  knowledge 


THE    LESSONS.  259 

of  our  Lord  Jesus  Christ.  This  must  be  acceptable  to 
Him  who  jDrayed,  '^  Sanctify  them  through  Thy  truth : 
Thv  Word  is  truth.  .  .  .  That  thev  mav  be  one,  .  .  . 
that  the  world  may  believe  that  Thou  hast  sent  Me." 
Tlie  benefits  to  the  church  at  large  by  the  week  of 
prayer  it  is  hard  to  estimate.  How  much  greater  the 
advantages  of  a  union  every  Sabbath  in  the  study  of  the 
divine  AVord  ?  The  race  has  had  its  Babel ;  but  the  race 
has  had  its  Pentecost.  We  are  now  under  the  dispensa- 
tion of  Pentecost.  By  all  denominations  studying  the 
same  sid)jcct  we  come  to  see  the  truth  from  many  stand- 
points. We  are  surprised  to  find  in  how  many  particu- 
lars we  affree,  and  in  how  few  we  differ.  This  unitv  is 
greatly  needed,  in  view  of  the  present  power  of  Boman- 
isni,  Bationalism,  and  worldliness. 

3.  It  has  increased  the  influence  of  true  educational 
philosophy  and  methods  in  the  church. 

The  laws  of  the  intellect  in  religious  teaching  are  the 
same  as  those  observed  in  secular  culture.  Wise  teach- 
ers who  follow  the  best  educational  methods  are,  other 
things  being  equal,  the  teachers  best  qualified  to  promote 
Biblical  training.  The  International  system  has  exalted 
the  teacliing  work  in  the  school ;  has  driven  teachers  to 
the  study  of  educational  principles  and  examples;  has 
led  to  the  general  schemes  and  outlines  of  Biblical 
study;  has  set  parents  and  teachers  at  work  teaching 
children  at  home  and  elsewhere  during  the  week;  has 
instituted  that  plan  of  Bible  study  which  takes  up  great 
characters  and  events,  and  makes  them  centers  of 
thought  and  investigation ;  has  increased  the  intellectual 
power  of  plain  men  in  the  church ;  has  led  young  and 
scholarly   men   to    appreciate   the   higher    intellectual 


260         THE  MODERN  SUNDAY  SCHOOL. 


standards,  and  has  tended  to  connect  Biblical  and  scien- 
tific study.  The  one  STeat  text-book  has  thus  increased 
the  power,  the  teaching  power,  of  our  Sunday  schools. 

4.  The  same  lesson  in  every  Sabbath  school  is  a  great 
convenience  to  those  who  move  from  place  to  place,  or 
who,  by  the  exigencies  of  travel,  are  thrown  frequently 
in  new  neighborhoods.  The  removal  of  a  family  from 
one  section  of  the  country  to  another  will  not  suspend 
the  course  of  study  which  has  been  commenced. 

5.  The  common  interest  felt  by  Christian  people  of 
all  denominations  in  specific  lessons  must  promote 
profitable  conversation  as  they  chance  to  meet  through 
the  week.  The  results  of  fourteen  years'  experiment  in 
this  direction  are  very  marked  and  gratifying. 

6.  The  fact  that  so  many  different  minds  are  engaged 
in  the  preparation  of  lesson-helps  gives  variety  and 
abundance  of  aids  in  the  way  of  notes,  comments,  out- 
lines, and  illustrations,  and,  by  inciting  all  to  a  health- 
ful emulation,  increases  the  power  of  each  denomina- 
tional or  union  organ. 

7.  The  union  conventions  and  institutes  are  to  be 
rendered  doubly  interesting  and  profitable  by  the  dis- 
cussions and  illustrative  exercises  growing  out  of  the 
lesson  svstem. 

8.  Denominational  interests  cannot  suffer  by  this 
union.  If  the  peculiar  doctrines  of  one  church  are  not 
found  in  a  wisely  chosen  series  of  three  hundred  and 
thirtv-six  Bible  lessons,  it  would  be  as  well  not  to  teach 
these  peculiar  doctrines  at  all.  The  lessons  are  selected 
from  the  Bible.  Tlie  committee  makes  no  provision  for 
notes  or  comments,  but  leaves  every  church  or  individual 
to  teach  the  truths  of  that  selection  in  his  owti  way. 


THE    LESSONS.  261 

It  is  possible  that  enthusiasm  in  such  a  scheme  as 
the  International  may  have  to  some  extent  crowded 
back  some  exercises  which  hitherto  found  large  place, 
perhaps  too  large  place,  in  the  Sunday  school.  So 
much  regular  Bible  study  may  have  had  this  effect. 
The  historical  method  of  studying  history  may  have 
left  too  little  time  for  verbal  memorizing.  The  Bible 
lesson  may  have  taken  the  place  of  the  catechism. 
From  the  beginning  of  the  International  plan  I  fore- 
saAV  this  possibility,  and  therefore,  in  1872,  provided  for 
the  church  schools  under  my  official  care  a  course  of 
lessons,  to  which  I  gave  the  name  of  "Supplemental 
Lessons,"  and  for  which  I  made  a  plea  before  the  At- 
lanta International  Convention  in  April,  1878,  in  which 
plea  I  said,  "The  value  of  the  studies  supplanted  by  the 
new  system,  and  of  the  studies  rendered  essential,  leads 
us  to  inquire  whether  we  may  not,  with  the  Inter- 
national system,  combine  a  series  of  lessons  ivhlch  shall 
meet  the  groiving  demand  for  the  best  features  of  the  old. 
scheme,  remove  honest  difficulties  and  objections,  and 
thus  greatly  facilitate  Bible  study  in  the  church/' 

1  at  that  time  proposed  a  series  of  supplemental 
lessons  occupying  about  ten  minutes  a  Sabbath,  after 
the  regular  International  Lesson,  including  a  sum- 
marized or  catechetical  arrangement  of  the  facts  per- 
taining to  the  Bible  as  a  book,  its  evidences,  geography, 
history,  manners  and  customs,  institutions,  doctrines, 
laws  of  interpretation,  etc. ;  memory  lessons  from  the 
Holy  Scriptures;  church  catechism;  church  creed; 
church  economy;  church  work;  church  hymns;  church 
history. 

This  supplemental  scheme  will  not  be  a  substitute  for 


262         THE  MODERN  SUNDAY  SCHOOL. 

the  International  series,  but  it  will  call  attention  to 
the  wide  range  of  subjects  embraced  in  a  tliorough  Bible 
education ;  encouraging  home,  pulpit,  and  pastoral  co- 
operation; the  organization  of  classes  outside  of  the 
Sabbath-school  session ;  cultivating  and  enriching  the 
memory  of  our  pupils  during  the  years  of  life  when  this 
faculty  is  most  active  and  susceptible ;  providing  for 
primary  classes  material  for  their  use  in  connection  with 
the  International  Lessons,  especially  when  the  latter  are 
less  adapted  and  less  suggestive  to  the  primary  teachers ; 
systematizing  and  rendering  permanent  the  knowledge 
derived  from  the  International  series ;  providing  for  in- 
struction in  distinguishing  church  doctrines,  usages,  be- 
nevolent work,  etc. ;  recognizing  and  providing  lessons 
for  the  church  year ;  economizing  time  in  the  study  of 
the  International  Lessons;  rendering  a  thoroughly 
graduated  and  progressive  course  of  study  possible. 

I  had,  in  1875,  published  the  following  scheme,  by 
wdiich  the  International  and  the  Supplemental  Lessons 
might  be  systematically  combined  and  taught: 

I.  Biblical.  This  comprises — (1)  A  Series  of 
Bible  Lessons  on  the  salient  facts  of  the  Bible  from  the 
creation  of  man  to  the  end  of  the  'New  Testament  canon, 
including  selections  from  the  prophetic,  poetic,  and  doc- 
trinal portions  of  the  Scriptures.  (2)  A  Summarized 
or  Catechetical  Arrangement  of  the  facts  pertaining  to 
the  Bible  as  a  book,  its  evidences,  Bible  geography,  his- 
tory, manners  and  customs,  institutions,  doctrines,  and 
laws  of  interpretation.  (3)  Memory  Lessons  from  the 
Holy  Scriptures,  including  all  such  passages  as  the  Com- 
mandments, the  twenty-third  Psalm,  the  fifty-third  of 
Isaiah,  the  Sermon  on  the  Mount,  the  seventeenth  of  St. 


THE    LESSONS.  263 

John,  the  twelfth  of  Romans,  and  other  large  portions 
of  Scripture.  We  cannot  know  too  mnch  Bible  truth, 
nor  can  we  do  better  than  to  get  it  into  our  minds  in  the 
very  language  in  which  we  find  it.  Nor  can  we  begin 
too  early  in  the  child's  life  to  accomplish  this  great  re- 
sult. (4)  The  Topical  and  Textual  study  of  Scripture 
combined.  Everv  Lesson  in  the  Bible  should  be  sue;- 
gestive  of  some  great  theme,  and  should  set  the  student 
at  the  exploration  of  Scripture  to  find  what  it  has  to  say 
on  that  theme. 

II.  Ecclesiastical.  This  comprises  Studies — (1) 
in  the  Church  Catechism;  (2)  in  the  Church  Creed; 
(e3)  in  the  Church  Economy;  (4)  in  Church  Worh; 
Missionary,  etc. ;  (5)  in  Church  Hymns;  (6)  in  Church 
History. 

III.  N^OKMAL.  Comprising  Studies — (1)  in  the 
Suhject- Matter  we  expect  to  teach;  (2)  in  the  Methods 
of  Teacliing;  (3)  in  Practical  Teaching. 

IV.  Miscellaneous.  The  Christian  Evidences,  the 
History  of  Missions,  the  Belations  of  Science  and  Rev- 
elation, the  various  pagan  Religions,  etc. 

The  following  adjustment  of  the  scheme  was  printed 
and  circulated  at  the  International  Convention  in  1878 : 

The  Graduated  Course  of  Study. 
I.  Primary.     Two  Years. 

I.  International  Series ;  2.  Texts  to  be  committed ; 
3.  Catechism  about  the  Book  of  books ;  4.  Simple  out- 
lines of  Bible  biography  and  history;  5.  Church  Cate- 
chism ;  6.   Sacred  Hymns. 

II.  Intermediate.     Three  Years. 

1.  International  Series ;  2.  Texts  to  be  committed ; 


264         THE  MODERN  SUNDAY  SCHOOL. 

3.  Bible  history  and  geography ;  4.  The  Bible  as  a  Book 
of  books ;  5.  Church  Catechism ;  6.  Ilymns ;  7.  Lessons 
on  Temperance,  Missionary  Work,  etc. 

III.  Senior.     Three  Years. 

1.  International  Series ;  2.  Texts  to  be  committed ; 
3.  Bible  history  and  geography ;  4.  Church  Catechism ; 
5.  Ilymns ;  6.  Church  history  (general  and  denomina- 
tional) ;  7.  Missionary  and  Temperance. 

IV.  Advanced.     Fifty  Years? 

1.  International  Series;  2.  Special  Bible  Classes  for 
exegetical  study ;  3.  Lectures  on  Evidences,  Church  his- 
tory, Science,  and  Eeligion;  4.  Sermons,  theological; 
5.  Series  of  text-books  to  be  read ;  6.  Normal  classes. 

It  may  be  thought  that  ten  minutes  a  Sabbath  will 
give  too  little  time  for  any  work  worth  attempting.  Ten 
minutes  a  Sabbath  for  forty-eight  Sabbaths  a  year,  wall 
give  in  seven  years  fifty-six  hours  of  solid  worh  on  out- 
lines of  Biblical  hnoivledge.  Taking  five  questions  and 
answers  a  Sunday,  and  an  average  of  two  verses  of 
Scripture  memorized,  we  have  in  seven  years  a  well- 
mastered  catechism  of  Biblical  and  ecclesiastical  knowl- 
edge of  1680  questions  and  answers,  besides  672  con- 
nected verses  of  Scripture  in  the  memory. 

There  are  objections  to  any  and  every  system  of 
lessons.  The  International  svstem  has  come  in  for  its 
share  of  fault-finding,  and  has,  I  have  no  doubt,  been 
improved  thereby. 

It  is  said  that  ^^the  teaching  in  our  Sunday  school 
to-day  is  superficial."  So  it  is ;  but  do  not  let  us  forget 
that  the  teachers  of  to-day  are  the  prodiiets  of  the  old, 
and  not  of  the  new,  system.  The  seven  years'  course,  if 
continued  long  enough,  w^ill  lead  to  a  profitable  repeti- 


THE    LESSONS.  265 

tion  of  the  lessons,  so  that  a  child  of  Rve  years  entering 
the  Sunday  school  will,  at  the  age  of  twelve  years,  have 
gone  over  the  Bible;  at  the  age  of  nineteen  will  have 
gone  over  it  twice;  at  the  age  of  twenty-six  will  have 
three  times  studied  the  Word  from  Genesis  to  Kevela- 
tion. 

It  is  said  that  by  this  system  ^Sve  do  not  have  enough 
formulated  doctrine.''  But  we  do  have  God's  own 
Word,  the  fountain  of  all  doctrine.  This  is  the  begin- 
ning. After  God's  Word,  man's  definition  to  be  itself 
tested  and  judged  by  God's  Word. 

"The  seven  years'  course,"  says  a  clergyman,  "is  a 
confusing  medley.  The  children  get  'mixed  up,'  so  that 
even  the  characters  of  the  Old  and  ^N'ew  Testaments  are 
not  clearly  defined."  It  is  a  connected,  comprehensive 
study  of  the  whole  Word.  Defective  teaching  will  con- 
fuse and  mix  up  scholars,  as  defective  preaching  will  do. 
A  minister  should  see  to  it  that  his  teachers  are  well 
prepared,  and  that  they  teach  the  lessons  in  their  proper 
order  and  in  the  proper  way.  I  venture  to  assert  that 
there  is  less  confusion  in  the  topics  of  any  six  months' 
course  of  International  Lessons  than  in  the  topics  of 
the  sermons  preached  by  the  minister  who  made  the 
objection. 

"The  lessons  are  not  adapted  to  the  primary  class." 
Primary  teachers  say  just  the  opposite  of  this.  We  have 
one  text-book  for  all,  old  and  young.  The  Bible  is  a 
stream  where  a  bird  may  sip  or  an  ox  wade. 

"The  'Leaves'  crowd  out  the  Bible."  Then  don't 
use  the  "Leaves."  They  are  not  an  essential  part  of 
the  International  system.  But,  in  fact.  Bibles  are  more 
used  now  than  ever.     Every  "Leaf"  is  an  advertise- 


266  TJIE    MODERN    SUNDAY    SCHOOL. 

ment  of  the  Bible,  a  guide  to  the  Bible,  a  part  of  the 
Bible.  A  class  studying  Matthew  from  a  copy  of  the 
I^ew  Testament  is  really  studying  God's  Word,  even 
though  the  Books  of  Genesis  and  Malachi  are  missing 
from  the  book  then  in  hand  The  student  in  day  school 
with  six  books  of  the  "Iliad"  in  his  manual  is  as  really 
studying  Greek  as  though  he  had  in  hand  the  whole 
twenty-four  books  of  that  great  Homeric  poem.  Did 
Jesus  not  preach  from  the  Bible  when,  in  the  synagogue 
of  Nazareth,  "there  was  delivered  unto  Him  the  Book 
of  the  Prophet  Isaiah,"  and  He  opened  the  book  and 
found  the  place,  and  read  and  spake  ?  What  was  that 
old  roll  but  a  "leaf  ?" 

"The  present  lesson  system  discourages  the  memo- 
rizing of  Scripture."  The  opposite  is  true.  It  leads  to 
the  study  of  the  Bible  on  scientific  principles.  It  puts 
Scripture  truth  into  the  mind  as  so  much  fact  and  prin- 
ciple. It  requires  the  committing  of  "golden  text"  and 
"memory  verses"  every  week. 

Concerning  the  Catechism — that  stereotyped  ques- 
tion-book— something  should,  in  this  connection,  be 
said.  The  catechism  is  a  summary  of  truth,  arranged 
in  the  form  of  questions  and  answers,  for  purposes  of 
instruction.  A  Bible  catechism  is  such  a  summary  of 
Bible  truth — historical,  geographical,  and  doctrinal.  A 
church  catechism  is  a  summary  of  theological  and  ec- 
clesiastical truth,  setting  forth  in  condensed  form  the 
interpretation  of  the  Bible  by  a  particular  branch  of  the 
church.  The  answers  of  a  church  catechism  may  be 
made  up  of  separate  Scripture  texts,  or  compilations  of 
texts,  or  statements  in  human  language  of  the  teachings 
of  many  texts.      Such  catechisms  of  doctrine  are  profit- 


THE    LESSONS.  267 

able  for  definition  in  order  to  full  discussion  and  careful 
indoctrination.  The  use  of  the  catechism  in  the  in- 
struction of  children  is  important:  (1)  That  they  may 
have  a  solid  foundation  of  doctrine  in  their  early  train- 
ing; (2)  that  they  may  receive  early  and  enduring  im- 
pressions; (3)  that  they  may  have  direction  and  as- 
sistance in  studying  the  contents  of  the  Bible. 

The  catechism  should  be  faithfully  taught  to  all 
children:  (1)  in  the  family;  (2)  in  special  meetings, 
under  the  care  of  the  pastor;  (3)  in  the  Sabbath  school. 

There  are  objections  to  the  use  of  catechisms. 

^'They  are  hard  to  be  understood."  There  are  por- 
tions of  the  catechisms  not  easily  understood,  because, 
being  statements  of  Bible  truth,  and  dealing  with  in- 
finite themes,  human  language  cannot  make  perfectly 
simple  what  the  Word  of  God  does  not  itself  make 
simple.  But  this  objection  holds  against  the  Bible  as 
well  as  against  the  catechism.  Man  may  know  as  fact 
or  principle  what  he  cannot  fully  explain." 

^'They  contain  errors."  Some  catechisms  may  con- 
tain errors.  The  statement  of  the  error  enables  the  ad- 
vocates of  truth  to  assail  the  false  and  defend  the  true, 
and  tluis  the  catechetical  definition  helps  the  cause  of 
truth.  But  the  proportion  of  errors  in  the  catechisms  of 
the  Evangelical  churches  is  very  slight,  and,  being 
human  statements,  they  do  not  have  weight  of  divine 
authoritv.  The  use  of  the  catechism  on  the  whole  is 
helpful,  and  tends  to  the  knowledge  of  saving  truths. 

^^Catechisms  prejudice  children  against  religion." 
Certainly  not,  if  wisely  taught.  One  may  teach  any  de- 
partment of  human  knowledge  in  a  harsh  and  irrational 
way,  so  as  to  prejudice  children  against  all  learning. 


268         THE  MODERN  SUNDAY  SCHOOL. 

'^Catechisms  are  likely  to  bias  children  in  favor  of 
particular  schools  of  theological  thought."  Children 
should  be  by  every  possible  influence  brought  into  sym- 
pathy with  truth.  The  people  of  positive  opinions  are 
the  peoj^le  most  likely  to  look  carefully  and  intelligently 
at  opposite  opinions.  Indifference  is  the  foe  to  thought. 
Then  every  child  is  bound  to  be  biased  in  this  life — for 
sin  and  error  and  self-indulgence,  if  not  against  it.  It  is 
impossible  to  bring  too  much  or  too  strong  influence  in 
favor  of  truth  and  righteousness  to  bear  upon  children 
and  youth. 

It  would  be  well  for  pastors,  parents,  Sabbath-school 
superintendents  and  teachers  to  combine  in  an  effort  to 
secure  the  memorizing  of  the  church  catechism  by  ail 
the  children.  Let  the  official  and  adult  members  of  the 
church  set  the  example  and  secure  this  desirable  result. 

The  International  Lesson  System  with  its  inestimable 
advantages  need  not  be  abandoned  to  make  room  for 
^^graded  systems."  It  may  itself  be  ''graded,"  and  the 
"supplemental"  lessons  on  which  it  insists  may  be  devel- 
oped to  any  degree  of  system  and  thoroughness  desired. 


THE    WEEK-DAY    POWER.  209 


CHAPTER  XVI. 

THE    WEEK-DAY    POWER. 

Six  days  lie  between  two  Sundays,  and  they  are  days 
^^out  in  the  cold,"  away  from  the  glow  and  grace  of  the 
Sunday  service  of  song,  sermon,  and  school.  They  are 
week-days,  secular  days,  worldly  days,  business  days — 
when  the  church  is  mostly  closed,  or,  at  best,  only  opened 
in  the  basement  or  lecture-room,  for  the  select  and 
saintly  and  the  sensible,  who  are  in  the  small  minority 
among  men. 

Though  the  church  is  shut  the  world  is  open ;  and  it 
is  open  from  basement  to  attic.  Its  fires  are  burning,  its 
aisles  crowded,  its  seats  occupied,  its  altars  full,  its 
pulpits  ringing  with  the  speech  of  mammon,  its  organs 
pouring  forth  ceaseless  strains  of  its  own  alluring  music, 
its  windows  ablaze  with  visions  of  glory  and  achieve- 
ment, and  its  very  crypts  and  cloisters  alive  with  stir 
and  scheme  and  self. 

Against  the  world-church,  open  and  busy  seven  days 
a  week,  the  Christian  church  seems  content  to  fire  away 
from  its  sacred  batteries  once,  twice,  or  thrice  a  Sunday. 
The  crowds  that  are  awake  six  other  days  (and  if  asleep 
on  the  seventh  are  dreaming  of  the  coming  six)  do  not 
go  into  the  sanctuary  on  Sunday.  The  few  go,  grow 
weary  soon,  scold  if  detained  over  ninety  minutes,  and 
return  home  to  eat  and  nap  and  wait  for  the  next 
Sunday's  round  of  duty. 

Literature  feeds  active  brains  seven  days  a  week. 


270         THE  MODERN  SUNDAY  SCHOOL. 

Science  stands  ready  with  her  practical  results  or  her 
inspiring  speculations  to  gratify  eager  brains.  Art 
attracts  in  ten  thousand  forms — fair  and  fouL  Society 
welcomes  to  her  fascinations.  Commerce  awakens  greed 
of  gold  in  souls  open  to  her  power.  Appetite,  with  bait 
and  cup,  stands  at  every  corner  to  gorge  and  craze  the 
impotent  victim.  Doubt,  with  sneer  and  scoff  and  bold 
defiance,  scatters  her  alluring  pages,  or  plays  the  orator 
and  humorist  on  j)ublic  platform.  Indoors  and  out, 
in  school-house,  playground,  street,  shop,  alley,  field, 
parlor,  and  kitchen ;  in  theater,  concert-hall,  beer-garden 
— evervwhere  the  forces  are  at  w^ork  in  the  activities  of 
life,  and  of  every  side  of  life — activities  which,  wisely 
directed  and  watched  and  controlled,  will  work  good  to 
society;  but  which,  neglected,  will,  in  spite  of  Sunday 
service,  bring  ruin  to  souls  and  communities  and  whole 
generations  of  men. 

What  shall  the  church  do  with  such  an  active,  intense, 
persistent,  and  uncompromising  world  at  work  seven 
days  a  week  ? 

The  answer  is  ready :  Let  the  church  be  equally  active, 
intense,  persistent,  and  uncompromising  seven  days  a 
week. 

Play  against  batteries  of  evil  with  equally  powerful 
batteries  of  good.  Set  vigilance  against  vigilance,  true 
ideas  against  false  ideas,  divine  against  human  and  in- 
fernal ambitions,  delight  in  God  against  delight  in  self 
and  the  world,  study  against  study,  reading  against 
reading,  society  against  society,  and  thus  hold  the 
ground,  and  gain  and  keep  gaining,  until,  by  her  own 
weapons,  the  world  is  worsted,  and  the  kingdom  of  truth 
established. 


THE    WEEK-DAY    POWER.  271 

The  church  must  develop  Christian  strength  and 
activity  in  all  legitimate  aims  and  efforts,  giving  her 
young  people  occupation  for  their  varied  powers,  week- 
day as  well  as  Sunday,  at  home  as  well  as  in  church. 
The  "Lyceum,"  the  "Victoria  Reading  Circle,"  the 
"Chautauqua  Literary  and  Scientific  Circle,"  are  efforts 
in  this  broad  and  much-needed  work.  They  are  de- 
signed to  give  the  church  a  firmer  hold  on  the  young  peo- 
ple within  her  communion ;  a  surer  grasp  upon  the 
young  people  without ;  a  proper  influence  over  society ; 
a  correction  of  taste  in  the  matter  of  amusements,  and 
ability  to  appreciate  the  higher  things  of  art,  science, 
literature,  and  life,  and  all  this  in  subordination  to 
Christ  and  His  gospel. 

Our  pulpit  and  Sunday  school  must  teach  the  people 
the  wholesome  doctrine  that,  when  one  becomes  a  Chris- 
tian, he  gives  all  his  time  to  God.  He  turns  over  the 
possibilities  of  service  that  are  in  him  for  every  hour  of 
every  day  of  every  month  of  every  year  that  he  lives 
in  the  body.  He  belongs  to  God  on  Wednesday,  in  the 
rush  of  business ;  on  Saturdav,  in  the  freedom  of  recrea- 
tion;  in  winter,  when  the  days  are  short  and  the  nights 
are  long;  in  summer,  when  the  days  are  long  and  the 
nights  are  short.  He  belongs  to  God  on  the  working 
days  and  on  the  holidays  as  well  as  on  the  holy  days  of 
the  year.  There  is  not  a  minute  of  a  Christian  man's 
time  that  does  not  belong  to  God,  and  that  ought  not  to 
be  given  up  to  Him.  Recreations  that  cannot  be  taken 
in  the  name  of  God  and  to  His  glory  are  not  legitimate. 
Whether  he  studies  with  his  brain,  works  with  his  hands, 
or  devotes  hours  to  innocent  recreation  for  the  building 
up  of  his  body,  all  his  time  belongs  to  the  Lord. 


272        THE  MODERN  SUNDAY  SCHOOL. 

When  a  man  becomes  a  Christian,  he  gives  all  hia 
power  to  God.  He  gives  his  physical  power — the  power 
to  do  with  hand  and  foot ;  he  gives  his  intellectual  power 
— his  ability  to  read,  to  remember,  to  think,  to  write,  to 
speak,  to  investigate,  to  teach )  he  gives  his  moral  power 
— his  power  of  conscience,  of  affection,  of  purpose,  of 
influence;  he  gives  his  professional  power — the  ability 
which  he  possesses  to  work  in  certain  lines,  as  farmer, 
mechanic,  merchant,  teacher,  lawyer,  physician,  minis- 
ter, statesman,  citizen ;  he  gives  his  peculiar  power — the 
endowments  which  are  his  as  distinguished  from  other 
men.  If  he  have  special  ability  in  the  mastery  of 
natural  science,  in  the  study  of  history,  in  the  use  of 
his  imagination,  in  the  analysis  of  character,  in  the 
writing  of  books,  in  the  preparation  and  delivery  of 
sermons  and  orations,  in  teaching  in  any  special  branch 
of  human  or  divine  learning — all  these  belong  to  God. 

After  all  a  man's  time  and  all  his  powers  are  given 
to  God,  the  surrender  makes  all  these  sacred.  You  may 
divide  his  life  into  secular  and  sacred  if  you  will,  but 
for  him  the  secular  is  sacred ;  all  days  are  holy  days,  all 
hours  are  holy  hours,  all  places  are  holy  places;  the 
spirit  of  heaven  pervading  his  life  makes  his  life — every 
part  of  it — a  fragment  of  heaven. 

This  consecration  of  all  things  secular  does  not 
diminish  the  necessity  for  special  seasons  of  meditation 
and  worship.  Indeed,  the  influence  of  such  seasons 
becomes  the  greater  as  it  is  felt  over  a  longer  period  of 
time,  and  as  it  extends  to  a  greater  variety  of  employ- 
ments and  conditions. 

He  observes  Sabbath  days  with  greater  strictness  than 
those  who  do  not  consecrate  the  other  six  days  to  the 


THE    WEEK-DAY    POWER.  273 

Lord.  He  attends  the  church  with  greater  frequency, 
reguhirity,  and  delight  than  those  who  put  their  religion 
into  the  Sabbath  only.  He  sees  all  things  in  God,  he 
does  all  things  for  God,  he  values  all  things  according 
to  the  standards  which  God  has  taught  him.  The  light 
of  revelation  shines  on  the  book  of  science,  and  the  life 
immortal  gives  luster  to  his  earthly  life. 

When  one  gives  all  his  time  and  all  his  power  to  God^ 
]iis  life  in  every  part  of  it,  however  secular  some  por- 
tions of  it  may  seem  to  be,  is  sacred,  as  was  the  ^'holy  of 
holies"  in  the  Jewish  tabernacle  before  the  veil  was 
rent  in  twain,  and  the  sanctity  and  glory  of  the  Shekinah 
extended. 

The  work  of  God's  grace  in  the  human  soul  does  not 
diminish  either  intellectual  power  or  taste  for  scientific 
and  literary  studies.  When  a  man  devoted  to  philo- 
sophical, scientific,  or  literary  pursuits  surrenders  him- 
self with  his  peculiar  intellectual  tastes  and  endowments 
to  the  service  of  God,  these  pursuits  do  not  lose  their 
charm.  The  Christian  geologist  loves  geology;  the 
Christian  astronomer  rejoices  in  the  heavens  that  "de- 
clare the  glory  of  God;"  the  biologist  sees  a  divinely 
given  life  in  plant  and  animal;  the  student  of  human 
nature  and  of  philosophy  still  pursues  with  unabated 
delight  his  investie^ations  in  the  history  of  ancient  and 
modern  times,  and  in  the  phenomena  and  laws  of  being. 

All  this  is  right.  It  is  right  for  a  Christian  man  to 
be  a  student.  He  ought  to  know ;  he  ought  to  improve ; 
he  ought  to  take  delight  in  intellectual  growth,  and  find 
time  for  reading  and  research. 

The  young  man  in  his  college  course  may  serve  God 
as  faithfully  as  a  preacher  in  the  discharge  of  his  purely 
18 


274         THE  MODERN  SUNDAY  SCHOOL. 

professional  duties.  He  may  study  Livy,  Herodotus, 
Virgil,  Homer,  Horace,  with  pure  motives,  and  in  these 
studies  find  opportunity  for  developing  mental  and 
moral  strength.  Indeed,  a  college-boy  cannot  get  the 
best  results  of  his  colleo:e  curriculum  unless  he  does 


-'fe 


thus  studv  with  a  sanctified  aim. 

Our  grammar  and  high  school  pupils  ought  to  be 
actuated  by  such  religious  convictions  in  all  their 
studies.  ^'The  fear  of  the  Lord  is  the  beginning  of  wis- 
dom.'' There  is  a  depth  of  educational  philosophy  in 
this  inspired  statement.  Our  young  people  ought  to  be 
trained  from  the  beginning  to  make  use  of  educational 
advantages  as  religious  opportunities.  They  should  be 
guarded  against  the  idea  that  study  in  the  public  school 
and  the  reading  of  papers  and  books  through  the  week 
are  purely  secular,  wdth  no  religious  aim  and  power  in 
them.  They  should  be  guarded  against  confining  all 
religious  inspirations  and  aims  to  Sabbath  hours  and 
Sabbath  services.  There  should  be  no  break  between 
Sabbaths.  The  cable  of  divine  influence  should  stretch 
through  the  seven  davs,  sendins:  out  wires  to  touch  with 
their  divine  charm  every  hour  of  every  day. 

What  is  true  of  study  is  also  true  of  worldly  labor. 
Kitchen  work,  shop  work,  farm  work,  as  well  as  school 
work,  are  divine  duties ;  they  hide  pearls  in  their  rough 
shells ;  they  are  means  of  discipline  in  the  highest  quali- 
ties of  character.  Throuc^h  the  faithful  discharc,'e  oi? 
such  plain  duties  come  some  of  the  sweetest  and  mighti- 
est enerc:ies  from  the  heavens.  The  vounc;  convert 
should  be  guarded  against  the  fearful  lieresv,  that  when 
he  leaves  the  hour  of  song  and  prayer  and  revival  poAver, 
and  goes  to  his  homely  service  in  the  shop  or  field,  he  is 


THE    WEEK-DAY    TOWER.  2Y5 

imperiling  his  spiritual  life  by  leaving  the  place  where 
spiritual  power  especially  belongs.  Honest  service  for 
God,  with  pure  motives  and  the  spirit  of  prayer  in  the 
lowliest  places,  is  a  means  of  grace,  without  which,  as 
collateral  and  supplementary  agencies,  devotional  hours 
are  absolutely  worthless. 

It  becomes  the  duty,  then,  of  every  religious  teacher 
to  show  the  young  Christian  that  all  his  time,  all  his 
poAver,  all  his  studies,  all  his  work,  are  to  be  consecrated 
to  God ;  that  such  consecration  makes  them  religious. 

And  this  opens  a  world  of  opportunity  and  of  re- 
sponsibility before  the  Christian  minister. 

The  minister  of  the  gospel,  therefore,  is  the  true  edu- 
cator. The  church  is  the  true  school.  AVhen  it  secures 
the  consecration  of  a  life  with  all  its  power  to  God,  the 
responsibility  of  the  church  begins  anew,  for  the  train- 
ing tliat  life  in  all  its  relations  and  possibilities  into  a 
svmmetrical  growth. 

The  church  must  win  souls  to  Christ ;  that  is,  to  this 
spirit  of  entire  consecration  of  all  things  to  the  service 
of  Christ.  The  church  must  edify  by  the  divine  Spirit 
through  the  divine  promises  the  souls  thus  committed 
by  hearty  consecration  to  its  care. 

The  church  must,  therefore,  direct  its  converts  in  all 
the  aifairs  of  life,  showing  them  the  relations  between 
the  Christian  spirit  and  everyday  service  in  school,  shop, 
kitchen,  field,  street,  parlor. 

The  church  should  see  that  its  members,  who  are 
already  in  business,  carry  their  religion  into  business ; 
that  its  citizens,  as  such,  carry  their  religion  into  poli- 
tics ;  that  its  students  carry  their  religion  into  the  school 
and  the  college. 


276         THE  MODERN  SUNDAY  SCHOOL. 

The  church  should  also  see  that  no  branch  of  Chris- 
tian activity  and  personal  culture  is  being  neglected  by 
its  members.  Students  in  school  should  not  neglect 
practical  duties  at  home — the  helping  of  father  and 
mother.  Business  men  should  not  neglect  politics. 
Citizens,  mechanics,  housekeepers,  farmers,  occupied 
with  their  various  lines,  should  not  neglect  education. 
The  ploughboy  who  has  intellect  is  bound  by  every  con- 
sideration to  cultivate  it.  The  mother,  whose  children 
are  growing  up  about  her,  although  she  be  busy  with 
domestic  cares,  has  no  right  to  neglect  intellectual  im- 
provement that  she  may  be  the  better  qualified  to  fulfil 
the  mother's  duty.  Young  people  on  farms  and  in 
shops,  who  did  not  have  educational  privileges  in  child- 
hood, should  feel  their  responsibility  for  education,  for 
true  literary  taste,  and  for  the  improvement  of  their 
mental  powers. 

Such  symmetrical,  far-reaching  work  increases  great- 
ly the  responsibility  of  the  Christian  pastorate.  It 
opens  many  doors  of  influence.  It  makes  the  pastor 
supervisor  over  all  the  affairs  of  his  people  in  the  wise 
and  courteous  ways  w^hich  refinement,  zeal,  and  wisdom 
will  suggest. 

It  is  in  pursuance  of  this  true  theory  of  the  Christian 
life  that  I  commend  the  cultivation  by  the  church  of 
w^eek-day  power,  by  diligent  and  faithful  visitation  of 
the  homes  of  the  scholars ;  by  the  circulation  of  books, 
religious  and  secular,  under  the  direction  of  the  church ; 
by  special  meetings  on  week-evenings,  in  which  the 
ministries  of  music,  art,  science,  and  literature  are 
secured  in  subordination  to  religious  aims  and  uses; 
and  by  the  organization  and  management  of  educational 


t-rhr 


THE    WEEK-DAY    POWER.  277 

Societies  and  circles,  such  as  those  to  which  I  have 
already  alluded. 

^linisters  should  preach  and  lecture  to  their  congre- 
gations on  such  topics  as  the  following;  ^^The  peculiar 
perils  from  modern  society  to  which  our  young  people 
are  exposed ;"  ''The  necessity  of  consecrating  the  intel- 
lect to  God;"  ''The  Christian's  inheritance  in  science, 
literature,  and  art"  (a  good  text  would  be:  "All  things 
are  yours ;"  or,  "Whatsoever  things  are  true  .  .  .  think 
on  these  things")  ;  "The  study  of  divine  Providence  in 
human  history;"  "The  value  of  human  learning  in  the 
preservation  and  translation  of  the  Holy  Scriptures;" 
"The  recreative  power  for  an  earnest  man  in  literature, 
science,  and  art ;"  "The  increase  of  personal  power  by  a 
higher  culture;"  "The  pleasures  of  science." 

Ministers  should  organize  classes  in  science  and 
history,  in  art  and  in  general  literature,  in  grammar 
and  conversation,  and  invite  to  them  the  young  people 
who  need  such  provisions.  Of  course  the  minister 
cannot  add  the  details  of  work  which  this  suggestion 
implies  to  his  already  busy  life,  but  he  can  induce  some 
other  church-people  to  do  the  work,  or  to  give  the  means 
by  which  he  can  secure  talent  competent  to  direct  and 
teach. 

Reading  circles  may  be  organized  imder  church  aus- 
pices ;  circles  in  history,  in  the  literature  of  a  people  or 
of  a  period ;  circles  whose  individual  members  agree  to 
read  so  many  minutes  a  day — ten,  twenty,  forty — in 
useful  and  specified  lines.  A  habit  of  reading  good 
books  on  the  part  of  a  young  man  may  not  only  give  an 
impulse  to  power  otherwise  dormant,  but  may  develop 
gifts  which  wdll  increase  his  value  to  society  and  the 


278  THE    MODEKN    SUNDAY    SCHOOL. 

church  a  hundred  per  cent.  A  taste  for  good  reading 
formed  by  a  mother  may  result  in  sending  her  children 
to  school  ten  years  longer  than  they  would  have 
dreamed  of  going. 

Tlie  '^Victoria  Eeading  Circle/'  which  was  estab- 
lished in  London,  in  1887,  under  the  auspices  of  the 
London  Sunday  School  Union,  and  the  ^^Chautauqua 
Literary  and  Scientific  Circle,"  on  the  basis  of  which 
it  operates,  are  both  designed  to  enlist  the  influence  of 
the  church  in  literary  and  educational  spheres,  and  thus 
utilize  legitimate  secular  forces  in  church  life.  In  the 
Appendix  may  be  found  a  full  account  of  these  organi- 
zations. 


THE  COUNTRY  SUNDAY  SCHOOL.         279 


CHAPTER  XVII. 

THE  COUNTRY  SUNDAY  SCHOOL. 

I  HAVE  a  few  things  to  say  about  country  Sunday 
schools.  The  one  distinctive  feature  of  these  schools  is 
that  they  are  located  in  the  country.  Whatever  disad- 
vantages their  managers  may  experience  are  traceable 
to  this  simple  fact.  A  superintendent  from  an  inland 
city,  when  addressing  an  audience  in  the  great  metropo- 
lis, represents  himself  as  ^'from  the  country.''  I  do  not 
at  this  writing  propose  to  discuss  country  city  Sunday 
schools,  which  have  in  reality  no  embarrassments  that 
are  peculiar  to  themselves,  '^ov  am  I  speaking  of  the 
schools  in  our  large  towns ;  for  although  these  towns  are 
less  compactly  built,  and  are  not  so  well  supplied  with 
pavements  as  the  larger  cities,  their  schools  find  no 
difficulty  in  maintaining  themselves  in  all  seasons  and 
through  all  weathers. 

In  the  thinly  settled  neighborhoods,  in  farming 
regions,  in  straggling  villages,  the  real  country  Sunday 
school  has  its  existence;  where,  in  snowy  weather,  in 
rainy  weather,  in  extremely  cold  weather,  and  in  thaw- 
ing weather,  it  becomes  exceedingly  difficult,  nay,  al- 
most impossible  at  times,  to  travel  any  distance  on  foot. 
The  people  who  form  the  Christian  congregation  in  such 
a  section  as  this  live  from  one  to  ^yq  miles  from  the 
school-house  or  chapel,  and  many  of  them  must  walk 
every  step  of  the  way  if  they  attend  church  service 
at  all. 


280  THE    MODERN    SUNDAY    SCIIOOIi. 

In  such  neighborhoods  it  is  not  unusual  to  close 
Sabbath  school  during  six  weeks  or  more  of  winter,  just 
as  in  the  city  certain  Sunday  schools  are  closed  for  six 
weeks  or  more  during  the  hot  season.  What  the  cold 
does  for  the  country  the  heat  does  for  the  city,  so  that 
crimination  in  either  case  is  exceedingly  unbecoming. 

The  old  argument  based  upon  the  maintenance  of 
the  secular  district  school  in  the  rural  neighborhoods 
during  the  entire  winter  is  thus  answered  by  the  country 
brethren:  Our  churches,  or  the  school-houses  in  which 
our  religious  service  is  held,  are  not  as  near  to  us  as  the 
school-house  our  children  attend  during  the  week. 
Many  families  must  pass  two  district  school-houses  on 
Sabbath  to  reach  the  place  of  church  service  in  the 
country.  Boys  and  girls  roughly  clad  may  easily 
enough  walk  half  a  mile  or  more  on  Monday  to  reach 
the  school-house,  who  find  it  less  agreeable  to  walk  two 
or  three  miles  in  better  clothes  over  muddy  roads  on 
Sunday.  Horses  ?  The  farmer  believes  in  at  least  one 
day  of  rest  out  of  the  seven  for  his  horses,  or,  if  the 
horses  are  used  once  on  Sabbath  to  convey  the  family  to 
church,  this  is  enough.  Again,  to  attend  two  services 
a  day  so  far  from  home  when  the  days  are  so  short,  and 
the  ''chores"  of  a  large  farm  are  to  be  done  morning  and 
evening,  is  almost  impossible. 

The  irregularity  of  church  services  in  coimtry  neigh- 
borhoods is  another  serious  obstacle.  Preaching  is 
afforded  in  many  of  these  places  only  once  or  twice  a 
month,  and  this,  perhaps,  at  the  very  hour  most  appro^ 
priate  to  the  Sunday-school  session.  The  frequent  in- 
terruption seems  to  justify  the  brief  suspension  for  the 
winter. 


THE  COUNTRY  SUNDAY  SCHOOL.         281 

It  is  often  the  ease  that  the  moneyed  men  of  a 
communitv,  whose  children  have  formed  social  ties  in 
adjoining  towns,  find  it  pleasant  to  ride  thither  on 
Sabbaths  to  enjoy  the  comforts  of  well-appointed  sanc- 
tuaries and  the  advantages  of  a  more  cultivated  society 
than  the  country  neighborhood  affords.  The  children, 
perhaps,  identify  themselves  with  a  morning  or  noon 
Sunday  school  in  town.  What  time  has  such  a  family 
to  give  to  the  maintenance  of  a  country  school  ?  What 
interest  will  they  take  in  it  ? 

A  strong  denominational  feeling  too  often  prevails 
in  country  neighborhoods.  Rivalries  find  place  there 
Avhich  are  disastrous  to  spiritual  success.  Unable  to 
maintain  a  denominational  school,  and  unwilling  to 
affiliate  with  those  whose  slightly  larger  influence  gives 
the  administration  into  ^^unfriendlv"  hands,  our  stronar 
denominationalist  withdraws  entirelv,  and  we  have  rea- 
son  to  know  that  in  more  than  one  neighborhood  Sunday 
schools  do  not  exist  at  all  because  thev  cannot  be  exclu- 
sively  Baptist,  Methodist,  Presbyterian,  nor  yet  gen- 
uinely ^T^nion."  This  state  of  things  in  many  places  not 
only  gives  the  winter's  frost  a  keener  edge,  and  deepens 
the  mud  of  the  country  highway,  but  affords  a  very- 
convenient  excuse  for  closing  the  school  altogether  until 
the  genial  warmth  of  summer  and  the  personal  devotion 
of  some  disciple  of  Christ  almost  compel  a  new  en- 
deavor. And  in  spite  of  the  inharmony  some  good  is 
done,  and  in  many  cases,  thank  God  !  the  persistent  labor 
of  a  few  patient  Christians  is  instrumental  in  bringing 
blessed  baptisms  of  conviction  and  light  and  charity 
from  the  Lord. 

To  the  difficulties  encountered  in  the  management 


282         THE  MODERN  SUNDAY  SCHOOL. 

of  country  schools  which  I  have  already  stated,  may  be 
added  the  following :  The  indifference  and  scepticism  of 
so  large  a  part  of  our  country  population,  with  whom  it 
is  a  small  matter  whether  their  children  go  to  school 
or  not;  the  want  of  convenient,  commodious,  and  well- 
appointed  rooms;  the  lack  of  teachers;  the  want  of  a 
just  appreciation  on  the  part  of  the  people  of  the  Sun- 
day-sc]iool  work,  and  a  consequent  failure  to  give  the  in- 
stitution a  liberal  financial  support.  I  can  think  of 
other  embarrassments.  I  have  named  enough  to  show 
that  the  work  in  the  country  is  to  be  prosecuted  in  the 
face  of  serious  difficulties.  He  is  a  brave  man  who 
keeps  a  steady  hold  of  the  institution  and  pushes  it  on 
from  J  anuary  to  December. 

May  I  offer  a  few  words  of  exhortation  ?  "Whoever 
you  may  be  already  in  charge  of  a  country  school,  or 
projecting  the  organization  of  one,  remember  that  one 
consecrated  heart  can  stir  up  a  whole  neighborhood. 
The  one  great  need  of  any  country  Sunday  school  is  an 
earnest  leader.  He  will  attract  to  himself  the  heart  of 
every  child.  This  will  win  every  parent.  Earnest,  in- 
defatigable love  can  keep  up  a  Sunday  school  under  the 
most  inauspicious  circumstances.  The  magnet,  in  spite 
of  wind  and  wave,  and  blackness  and  tempest,  points 
steadily  toward  the  pole.  A  force  silently  woos  it  from 
afar,  and  it  trembles  thitherward  in  responsive  longing. 
So  woos  true  Christly  love ;  and  this  may  throb  in  your 
heart,  brother  or  sister,  and  win  childhood  and  age  from 
neglectful  homes  to  the  school,  the  sanctuary,  the 
Saviour. 

Remember  that  to  be  a  successful  Sunday  school 
yours  need  not  be  a  large  school.     Ten  pupils  and  two 


THE  COUNTRY  SUNDAY  SCHOOL.         283 

teachers  may  have  a  session  full  of  enthusiasm  and 
profit.  Instead  of  expending  joiir  zeal  in  futile  en- 
deavors after  large  accessions  to  your  numbers,  make  the 
school  itself  so  profitable  and  instructive  that  every 
pupil  sliall  of  his  own  accord  become  an  earnest  mission- 
ary, and  from  personal  asurance  of  its  value  persuade 
his  fellows  to  join  your  ranks. 

Emphasize  Bible  study.  This  is  the  one  great  means 
by  which  the  Sunday  school  is  to  benefit  any  community. 
Resolve,  therefore,  that  your  Sunday  school,  however 
small  it  mav  be,  shall  be  a  Bible  school.  I  commend 
to  your  notice  the  uniform  lesson.  Its  use  is  as  prac- 
ticable in  the  country  as  in  the  city. 

Fill  the  country  with  Sunday  schools.  Let  highways 
and  hedges,  fields  and  forests,  bloom  with  the  truth  and 
grace  of  tlie  gospel.  If  you  can  do  no  more,  establish 
family  Sunday  schools.* 

If  it  can  be  done  without  violence  to  Christian 
courtesy  and  charity,  let  your  school  be  denominational. 
'This  is  the  better  form  for  a  Sunday  school,  but  not 
always  practicable.  As  the  union  school  will  sooner  or 
later  become  denominational,  it  is  a  saving  of  time  to 
begin  as  a  regular  church  school.  But  where  you  cannot 
do  as  you  would,  go  heartily  into  the  union  effort.  And 
do  not  be  too  solicitous  about  securing  advantages,  for 
vour  o^\Ti  branch  of  God's  sTcat  church-family,  nor  too 
sensitive  to  slights  and  neglects,  which  some  strong 
partisan  or  sectarian  of  narrow  measure  may  mete  out 
to  you.  When  certain  x\thenian  messengers  brought  an 
insulting  message  to  Philip  of  Macedon,  their  conqueror 
and  king,  he  replied,  ^Tell  the  Athenian  king  that  it  is 

*  See  page  29. 


284         THE  MODERN  SUNDAY  SCHOOL. 

worse  to  speak  sucli  things  than  to  hear  and  forgive 
them."  Be  magnanimous,  and  if  you  cannot  have  what 
jou  want,  do  the  best  you  can  with  what  you  have.  Be 
generous  yourself,  even  if  others  are  ungenerously  secta- 
rian. Yield  gracefully  to  the  majority,  and  work  as 
diligently  and  fight  as  valiantly  under  the  accepted 
banner  as  you  would  under  your  own.  This  is  the  wiser, 
better,  nobler  way.  It  is  often  the  case  that  the  denomi- 
national school  loses  its  right  of  possession  by  suspension 
through  the  winter.  Early  in  the  spring  some  union 
agent  slips  in  betimes  and  starts  a  union  school.  Are  we 
right  in  thinking  that  any  school  by  closing  up  for  the 
winter  forfeits  its  claim  upon  public  favor,  and  deserves 
some  such  rebuke  ? 

In  organizing  your  school  let  everything  be  done 
openly,  and  after  fair  and  full  notice.  Don't  '^election- 
eer.'' Pray  much  for  divine  direction.  Insist  upon  the 
selection  of  superintendent  and  other  officers  by  adults 
and  not  by  children.  Let  the  key-note  of  your  school  be 
"Bible  study  for  spiritual  edification.  Then  organize 
with  this  aim  before  you,  and  select  officers  and  teachers 
who  love,  and  are  to  some  extent  qualified,  to  teach  the 
Word.  Elect  as  few  officers  as  possible.  Put  all  your 
force  into  the  main  work  as  pupils  or  teachers.  Be  sure 
to  get  a  superintendent  whose  heart  is  in  the  right  place. 
Get  a  man  of  as  much  talent  as  possible,  but  exalt  grace 
above  genius.  It  is  surprising  how  much  one  talent  can 
do  in  Sunday-school  work.  Because  you  cannot  have  a 
Wells  or  a  Peynolds,  be  satisfied  if  you  find  a  man  in 
whom  Jesus  dwells,  and  who  loves  the  Word  of  God  and 
the  souls  of  the  people.  Remember  that  all  questions  of 
organization  are  of  minor  importance.     Don't  be  stick- 


THE  COUNTRY  SUNDAY  SCHOOL.        285 

lers  for  particular  modes.  Whatever  constitution,  plan, 
rules  of  order,  may  be  adopted,  carry  them  out  faith- 
fully. I  think  that  a  very  few  simple  regulations  are 
sufficient  for  the  management  of  a  Sunday  school,  and 
when  once  adopted  by  the  majority  of  teachers  let  them 
be  tenaciously  observed  by  all. 

Your  Sunday-school  room  is  not  like  St.  John's  in 
Brooklyn,   Grace   Mission   in   :N'ew  York,   Bethany   in 
Philadelphia,  or  the  model  schoolroom  of  the  Methodist 
Episcopal  Church  in  Akron,  O.    Yours  is  either  a  small 
church  with  no  class-rooms,  or  a  country  school-house  of 
the  plainest  style.     You  have  no  railroad  seat  to  turn 
over,   no   cane-bottomed  chairs   to   arrange,   no   double 
doors  to  close,  no  fountain  with  its  gold  fish  and  water- 
lilies,  no  frescoed  walls,  no  stained-glass  windows,  no 
organ,  no  carpets.     Yours  is  but  a  plain,  soiled,  dusty, 
web-hung  country   school-house,   very  rough,   very   in- 
convenient.    We  have  often  been  in  just  such  rooms, 
and  what  glorious  times  we  have  had  there !     All  this 
matter  of  apparatus  and  ornament  is  of  minor  impor- 
tance.    Of  some  importance  it  is,  and  so  we  suggest  the 
appointment  of  a  ''Committee  on  the  Koom."     How 
long,  think  you,  will  it  take  a  bevy  of  smart  country  girL^ 
to  convert  a  rude   school-house  into   a   rustic  palace, 
fresher  and  fairer  far  than  the  majority  of  our  city 
basements  ?    Here  are  arms  and  fingers  that  fear  neither 
soap  nor  scrubbing-brush.     Here  are  taste  and  strength 
to  make  windows  shine,  exchange  for  folds  of  spider- 
webs  festoons  of  evergreens,  suspend  against  bare  walls 
wreaths  and  anchors  and  crosses  of  laurel  and  hemlock, 
and  place  on  the  superintendent's  desk  every  Saturday 
evening  bouquets  of  flowers  to  fill  the  place  with  fra- 


286  THE    MODERN    SUNDAY    SCIIOOI.. 

grance  for  the  day  of  the  Lord.  Cleanliness  and  comeli- 
ness, even  to  the  point  of  elegance,  are  possible  in  our 
roughest  and  most  rural  school-houses.  I  do  not  say 
that  these  things  are  necessary.  Far  from  it.  I  do  say, 
for  I  do  believe,  that  these  things  have  a  mission  not  to 
be  despised ;  and  I  congratulate  the  school  whose  super- 
intendent and  teachers  have  enterprise,  taste,  and  skill 
enough  to  give  the  ministry  of  the  beautiful  a  place 
in  their  Sunday-school  work.  As  compared  with  Bible 
study,  these  adornments  are  but  as  the  velvet  case  to  the 
costly  diamond  cluster  it  contains. 

True,  in  vour  school-house  the  infant  class  has  no 
room  by  itself.  But  it  can  have  a  corner.  If  its  teacher 
has  the  tithe  of  a  mother's  tact,  she  Avill  drill  her  ten  or 
twenty  little  lispers  by  softly  uttered  responses  and 
'Svhisper  songs"  so  as  to  disturb  no  one  else.  Why  may 
not  a  temporary  blackboard  shield  her  from  the  rest  of 
the  school,  and  afford  at  the  same  time  a  surface  on 
which  to  draw  rude  letters,  sketches  and  maps,  to  the 
perfect  delight  of  her  pupils  ? 

I  know  also  that  in  your  little  school-houses  the 
classes  are  of  necessity  placed  very  close  together.  But 
patient  effort  on  the  part  of  your  superintendent  will 
soon  accustom  each  to  speak  in  recitation  so  quietly  that 
a  partition  will  really  separate  the  classes,  and  give  each 
an  opportunity  to  prosecute  its  studies  without  inter- 
ruption. 

If  you  wish  to  know  about  cheap  maps  for  your 
school,  blackboards,  the  new  Silicate  Librarians'  ^^Rec- 
ord,"  library  books,  a  lesson  system  for  three,  six,  nine, 
or  twelve  months,  or  anything  else  relating  to  the  work, 
address  a  note  of  inquiry  to  the  editor  of  any  Sunday- 


THE  COUNTRY  SUNDAY  SCHOOL.         287 

school  paper.  A  little  labor  and  a  little  money  wisely 
expended  will  give  the  most  unfavorably  situated  coun- 
try Sunday  school  a  new  life  and  new  facilities  for  use- 
fulness. 

The  hour  of  meeting  must  be  determined  by  each 
locality  for  itself.  When  there  is  one  preaching  service, 
the  school  will  usually  be  held  either  immediately  before 
or  after  it,  that  the  families  may  be  saved  the  trouble 
and  fatigue  of  a  second  journey.  In  New  England  it  is 
very  common  to  place  the  Sunday  school  between  two 
sermons.  The  noon  hour,  between  morning  and  after- 
noon preaching,  is  devoted  to  this  purpose,  and  the 
school  fits  in  like  a  thin  slice  of  tongue  between  two 
halves  ox  a  buttered  biscuit.  The  mass  of  the  people, 
however,  regard  it  rather  as  a  piece  of  thin  paper  be- 
tween two  slices  of  jelly  cake — the  latter  to  be  eaten  and 
relished,  the  other  to  be  thrown  away.  I  hope  that  very 
soon  the  three  services  will  be  rearranged,  so  that  an 
hour  and  a  quarter  may  be  devoted  by  old  and  young  to 
Bible  study,  with  accompanying  religious  worship,  and 
that  then,  after  a  brief  intermission,  the  same  persons 
may  be  assembled  to  join  again  in  worship,  and  hear 
God's  Word  preached  from  the  pulpit.  The  present 
form  of  public  worship  is  not  in  its  details  so  divinely 
ordained  that  it  will  be  improper  or  injurious  to  change 
it,  and  we  may  soon  look  for  such  modifications  as  will 
give  to  the  school  the  place  it  deserves  in  the  Sabbath 
services. 

But  while  the  time  is  limited  to  forty-five  minutes  or 
extended  to  seventy-five,  let  our  country  friends  resolve 
to  make  the  most  of  what  they  have.  Don't  fritter  away 
one-half  or  three-fourths  of  it  in  opening  exercises,  ex- 


288         THE  MODERN  SUNDAY  SCHOOL. 

clianging  books,  collecting  money,  or  in  hearing  some 
itinerant  religious  life  insurance  agent  '^speak  his 
piece/'  Go  directly  to  work,  and  secure  at  least  thirty 
or  thirty-five  minutes  of  solid  study  out  of  the  time 
assigned. 

The  order  of  exercises  should  be  left  in  the  hands  of 
the  superintendent,  who,  if  he  be  fit  for  his  position,  will 
cheerfully  receive  suggestions  from  the  teachers,  and,  as 
far  as  possible,  comply  with  their  wishes  in  all  matters 
of  management.  I  may  suggest,  in  reference  to  the 
^Wder  of  exercises,''  that  the  ''exercises"  are  far  more 
important  than  the  "order."  A  self-possessed,  prompt, 
firm,  kind,  calm  superintendent  will  secure  "quiet" 
whenever  he  wishes  it,  and  all  will  cheerfully  yield  to 
his  direction.  Give  more  time  to  Bible  study  than  to 
anything  else,  and  allow  no  interruption  while  that  is 
the  order  of  the  day.  A  high  wall,  impenetrable  and 
insurmountable,  should  guard  the  school  during  that 
part  of  its  session  against  librarian,  missionary  collec- 
tors, secretary,  visitors,  and  other  interlopers. 

The  main  work  in  the  country,  as  in  the  city  school, 
is  Bible  study.  Therefore  the  main  point  is  live  teach- 
ers. The  ablest  scholars  are  not  always  the  ablest 
teachers.  Profound  learning  is  desirable,  but  not  indis- 
pensable, in  this  work  of  teaching  God's  truth.  There- 
fore I  say  to  country  superintendents,  Take  the  best  and 
most  devoted  people  you  have,  learned  or  unlearned,  and 
enlist  their  hearts  in  the  service.  Then  give  them  tracts 
and  books  to  read.  With  earnest,  studious  teachers  you 
will  soon  have  a  successful  Sunday  school.  Give,  there- 
fore, the  largest  measure  of  attention  to  this  part  of  the 
work. 


THE  COUNTRY  SUNDAY  SCHOOL.         289 

During  the  week  do  something  for  the  Sunday  school. 
Have  an  occasional  sociable,  inviting  old  and  young  to 
attend  it.  Spend  half  an  hour  or  more  in  some  Bible 
exercise.  Look  over  the  lesson  for  next  Sabbath,  or  take 
up  the  geography  of  Palestine,  drill  the  meeting  on  the 
mountains,  waters,  plains,  and  cities  of  the  Bible  world. 
Sing  a  great  deal.  Have  one  or  two  brief  prayers.  If 
the  pastor  is  unable  to  be  at  your  school  on  Sabbath, 
owing  to  the  demands  of  his  work,  let  him  make  use  of 
this  week-evening  meeting. 

I  reiterate  my  solemn  conviction  that  the  question  of 
success  in  country  Sunday-school  work  is  not  one  of 
organization  and  appliances,  but  of  enthusiasm;  not  of 
art,  but  of  heart.  There  are  in  this  labor  no  barriers 
that  a  true  zeal  cannot  overleap.  Make  every  summer, 
dear  brethren  of  the  country,  a  golden  summer  to  you  by 
faithful  Sunday-school  work,  and  may  you  gather  many 
and  large  and  heavily  freighted  sheaves  for  Christ ! 

Let  me  discuss  the  question  of  suspension  during  the 
winter.  I  appreciate  the  difficulties  which  our  fellow- 
laborers  in  the  country  encounter.  I  have  conversed 
freely  on  the  subject  with  many  of  these  brethren.  I 
have  lived  for  several  years  in  the  coimtry.  I  have 
thought  carefully  over  the  usual  objections  to  winter 
sessions — bad  weather,  bad  roads,  "chores''  to  be  done 
about  house  and  barn,  plain  clothes  (a  second  or  Sunday 
suit  made  of  light  and  cheap  material  being  possible  in 
summer  to  the  poorest  boy,  while  a  winter  Sunday  suit 
costs  three  times  as  much),  short  days,  other  meetings, 
distance,  etc.,  etc.  These,  and  all  conceivable  argu- 
ments on  that  side  of  the  question,  while  they  show  the 
embarrassments  of  country  workers,  do  not  amount  to  a 
19 


290         THE  MODERN  SUNDAY  SCHOOL. 

justification  of  the  prevailing  habit  of  closing  the  Sim- 
dav  school  for  from  three  to  five  months  every  year.  In 
spite  of  them  all,  I  believe  in  fifty-two  Sunday-school 
sessions  every  twelve  months,  and  intend,  in  all  humil- 
ity and  in  the  fear  of  God,  to  protest  against  the  unwise 
policy  of  withdrawing  so  large  a  portion  of  the  Sunday- 
school  army  every  year  from  the  field,  and  giving  to  the 
great  enemy  of  souls  an  advantage  so  grateful  to  him, 
and  so  gratuitous,  unnecessary,  and  culpable  on  our 
part. 

If  Sunday  schools  are  not  practically  valuable,  let 
them  go.  Whether  stalled  by  the  mud,  frozen  by  the 
cold,  melted  by  the  heat,  or  drowned  by  the  rain,  mat- 
ters little.  But  if  thus  worthless,  why  hold  them  for 
five  or  six  months  in  spring  and  summer  ? 

If  Sunday  school  is  needed  for  one  Sunday  and  the 
week  it  represents,  I  know  no  peculiarities  of  any  Sun- 
day which  would  justify  its  omission.  The  soul  that 
lives  by  "every  word  that  proceedeth  out  of  the  mouth  of 
God"  needs  regular  supplies  of  truth.  God's  Word  is 
as  necessary  to  the  development  of  God's  grace  in  the 
heart  in  January  as  in  July.  The  Berean  believers  of 
Paul's  day  ''searched  the  Scriptures  daily."  Souls  are 
choosing  for  God  or  against  God  all  the  year  round. 
"Be  ye  also  ready,"  we  find  remaining  as  the  Word  of 
God  from  January  to  December  again.  Men  sicken 
and  die  in  all  seasons.  In  fact,  there  is  no  special  sea- 
son to  the  Christian  worker.  Says  Paul  to  Timothy, 
"Be  instant  in  season  and  out  of  season."  And  is  the 
Bible  so  small  a  book,  so  easily  fathomed,  or  so  simple, 
that  half  a  dozen  summer  sessions  will  sufiice  to  explore 
and  master  its  contents  ?    It  is  true,  as  you  say,  to  some 


THE  COUNTRY  SUNDAY  SCHOOL.        291 

extent,  "We  can  study  the  Bible  at  home."  But  why, 
then,  have  Sunday  school  at  any  time  ?  You  may  also 
read  sermons  and  pray  at  home,  and  thus  avoid  the 
fatigue  of  attending  the  prayer-meeting,  and  save  your- 
selves the  expense  of  a  preacher. 

The  unwisdom  of  the  policy  I  deprecate  is  the  more 
apparent  when  w^e  consider  the  peculiar  social  perils  of 
the  winter.  Satan  never  suspends  his  operations  be- 
cause of  the  cold  or  storm.  Winter  is  the  special  season 
for  gay,  dissipating  parties  with  their  dances,  or  coarse 
and  equally  demoralizing  "plays.''  On  the  winter  days, 
when  but  little  farm  work  can  be  done,  and  on  the  long 
winter  nights,  that  drive  men  indoors  by  the  side  of 
warm  fires,  does  not  Satan  see  to  it  that  groggeries  are 
open,  and  that  beer,  whisky,  cards,  coarse  stories  and 
ribald  songs  are  supplied  to  beguile  and  degrade  the 
weak  and  unwary  ?  When  do  the  people  more  need  the 
Sunday  school  with  its  Scriptural  warnings,  instruc-- 
tions,  and  quickenings  ? 

AYinter  is  the  season  of  special  opportunity.  The 
evening  school,  the  singing  school,  the  lyceum  debate, 
the  spelling  match,  the  lecture  course,  the  church  soci- 
able, the  protracted  meetings,  the  public  school,  the  great 
parties  and  balls,  the  entertainments  in  hall  and  church, 
all  these  seem  to  flourish  best  in  mid-winter.  Why, 
then,  should  the  Sunday  school  die  ?  "If  its  sessions 
were  held  in  the  evening  it  would  be  different."  Then, 
I  answer,  hold  its  sessions  in  the  evening.  "But  the 
verv  little  children  could  not  attend."  I  am  sure  of  the 
contrary ;  and  yet  I  do  not  know  but  it  would  be  better 
to  run  the  risk  of  their  non-attendance  for  a  time,  if 
by  the  proposed  argument  a  larger  number  of  young 


292         THE  MODERN  SUNDAY  SCHOOL. 

people  and  adults  could  be  brought  together  for  the 
study  of  the  Word  of  God.  The  evening  session  is  not 
indispensable.  But  somehow,  at  some  time,  in  some 
way,  the  Sunday  school  must  be  kept  up. 

The  public  school  is  always  open  in  winter  in  country 
places,  answering  to  some  extent  the  arguments  against 
winter  Sunday  schools,  by  showing  how  entirely  prac- 
ticable it  is  for  children  to  leave  home  in  spite  of  mud, 
snow,  and  cold.  But  there  is  another  phase  of  the  pub- 
lic school  which  weighs  heavily  in  favor  of  winter  Sun- 
day schools.  The  intellectual  effort  of  young  people  put 
forth  in  preparing  for  daily  recitations,  the  casual  con- 
tact with  the  great  facts  and  problems  of  history  and 
human  experience  which  school  habits  occasion — these 
quicken  intellects  otherwise  dormant,  and  render  stu- 
dents especially  susceptible  to  the  truth.  At  no  time 
in  the  year  are  young  people  in  the  country  so  intel- 
lectually impressible,  at  no  season  are  their  minds  more 
clear  and  vigorous,  at  no  season  are  they  more  exposed 
to  the  temptations  of  scepticism,  than  in  winter.  At 
the  very  time  when  all  the  consecrated  culture  we  have 
in  the  church  should  be  responding  through  Sunday- 
school  teaching  to  the  intellectual  awakening  of  our 
youth,  the  school  is  closed,  the  teachers  are  silent,  the 
Bible  is  unopened.  The  keen,  inquiring,  penetrating 
brain  of  the  boy  turns  from  the  text-book  of  science  and 
asks  about  the  Maker  of  all  these  marvels  in  nature.  He 
finds  the  church  school  closed.   And  why  ?  ^^It's  winter.^' 

But  I  do  injustice  to  the  church  of  Christ  in  this 
putting  of  the  case.  The  church  is  not  closed.  In 
winter  it  is  usually  open  oftener  than  in  summer. 

The  protracted  meetings  are  held  chiefly  during  tlie 


THE  COUNTRY  SUNDAY  SCHOOL.         293 

autumn  and  winter:  In  some  communities  it  is  cus- 
tomary to  hold  a  special  meeting  every  winter,  even 
though  the  Sunday  school  closes,  concerning  w^hich  I 
remark — 1.  That  the  attendance  upon  such  special 
meetings  in  the  dead  of  wanter,  and  in  most  unpropi- 
tious  weathers,  only  proves  that  'Svliere  there's  a  will 
there's  a  way."  The  same  degree  of  zeal  in  Sunday- 
school  w^ork  ^vould  overcome  every  obstacle.  2.  That 
the  results  of  a  protracted  meeting  ^'revival"  would  be 
intensified  and  extended  were  its  special  meetings  of 
prayer,  consecration,  and  preaching  supplemented  by 
thorough  class  studies  in  the  Word  of  God,  which  is 
able  to  ^'build  up"  and  "sanctify"  believers.  The  study 
of  divine  truth  and  effort  for  others  are  the  two  things 
which  young  converts  most  need,  and  these  are  the 
things  most  effectively  accomplished  by  the  Sunday 
school.  The  suspension  of  this  service,  therefore,  in 
winter  exposes  the  young  Christians  to  immense  loss. 
3.  While  it  is  common  to  hold  these  protracted  meetings 
every  season,  there  remain  very  many  places  where  the 
people  suspend  their  school,  and  yet  enjoy  no  advantage 
from  revival  meetings.  Doubly  culpable  are  those  min- 
isters and  superintendents  who,  in  such  communities, 
allow  the  Sunday  school  to  close  in  the  autumn. 

Let  me  plead,  dear  reader,  for  the  continuance  of  the 
country  schools  for  autumn  and  winter.  Try  the  ex- 
periment. Foil  the  arch-foe  of  our  faith.  Keep  the 
school  up  and  the  Word  open.  Let  not  the  devil  gain 
any  advantage  by  the  relaxing  of  Christian  endeavor. 

Of  all  the  excuses  for  giving  up  Sunday  school  in 
Avinter  which  an  artful  devil  ever  put  into  Christian 
lips,  the  cry  of  "old  clothes"  is  the  silliest  and  shabbiest, 


294         THE  MODERN  SUNDAY  SCHOOL. 

]^o  more  tattered  garment  ever  hung  over  an  exciiseless 
sin.  Show  me  the  neighborhood  where  people  say,  '^We 
cannot  afford  decent  clothes,  therefore  we  cannot  go  to 
Sunday  school. '^  Place  one  earnest  soul  in  that  town- 
ship, lie  visits,  distributes  tracts,  prays,  pleads  with 
the  people;  through  his  labors  the  divine  Spirit  awakens 
religious  concern  among  the  people.  He  preaches  the 
law  and  then  the  gospel.  The  people  turn  out.  Souls 
are  forward  for  prayers.  Believers  are  in  an  agony  of 
earnest  longing.  It  is  mid-winter.  The  snow  is  a  foot 
deep  on  the  level,  the  drifted  roads  are  well-nigh  impass- 
able, yet  the  little  school-house  is  crowded.  Sleighs  and 
sleds,  foot-passengers  with  shovels  swung  over  their 
shoulders,  mothers  with  children  in  their  arms,  all  wend 
their  way,  in  defiance  of  snow  and  wind  and  frost,  to  the 
place  where  God  has  manifested  Himself  to  His  people. 
On  Sunday,  from  early  morning  till  ten  o'clock  at  night, 
the  school-house  is  full.  Service  after  service  is  held. 
Miles  dwindle  into  rods.  "Chores"  were  never  so  rapid- 
ly despatched.  Clothes!  Who  thinks  of  seedy  coat, 
patched  trousers,  dented  hat  ?  On  Saturday  night  the 
swift  needle,  the  stout  clothes-brush,  the  hot  flat-iron, 
soon  repair,  dust  out,  and  press  down  a  ragged  week-day 
garment  until  it  looks  "almost  as  good  as  new,"  and  its 
glad  wearer,  gladdened  with  the  zeal  and  joy  of  the 
"new  life,"  never  gives  a  thought  all  that  jubilant  Sab- 
bath day  to  the  plain,  patched  garb  his  body  wears. 

Ah,  dear  brethren,  "where  there's  a  w^ill  there's  a 
way."  When  the  heart  is  in  a  work  it  tears  away  in 
the  twinkle  of  an  eye  all  these  cobweb  apologies  and  ex- 
cuses for  apathy  and  lukewarmness.  We  close  Sunday 
school  in  winter  because  we  do  not  love  souls;  hecause 


THE  COUNTRY  SUNDAY  SCHOOL.         295 

we  do  not  love  Christ;  because  we  are  half-hearted,  and 
care  more  for  our  ease  than  for  our  Masters  hingdom. 
This  is  a  fact.  Why  not  put  it  in  plain  words  ?  And 
the  saddest  fact  of  all  is,  that  when  people  of  the  world 
excuse  themselves  from  Sunday  school  and  church  on  the 
flimsy  ground  of  inability  to  ''dress  well  enough,"  we  at 
once  indorse  the  sentiment,  cover  ourselves  with  it  as  with 
a  mantle  of  self-justification,  and,  closing  up  the  school  on 
Sabbath,  write  on  our  conscience  these  weak  and  wicked 
words :  "The  poor  are  so  poor  they  cannot  come,  and  we 
acknowledge  the  justice  and  propriety  of  their  excuses.'^ 

There  are  other  excuses  on  the  tongue's  end  of  all 
who  loathe  labor  in  the  Lord's  vineyard.  They  say, 
"But  few  would  come  out."  Of  this  I  am  not  sure ;  but 
then  a  few  are  worth  working  for.  There  were  but 
a  feiv  young  men  in  Oxford  who  studied  their  Greek 
Testaments  weekly  with  the  vow  of  service  upon  them ; 
but  the  few  became  millions.  Jesus  in  the  night  labored 
with  one  ^N'icodemus.  In  the  heat  and  hunger  of  the 
day  He  talked  with  one  woman  of  Samaria.  He  found 
in  the  lowly  service  "meat"  that  His  disciples  knew  not 
of.  It  is  equally  incomprehensible  to  many  of  His  so- 
called  disciples  to-day.  "We  have  no  teachers."  One 
earnest  soul  loving  the  Word  and  loving  souls  may  so 
teach  that  Word  to  many  as  to  make  it  profitable.  No 
teachers  ?  Have  you  no  Christians  among  you  ?  Is 
there  not  one?  "We  lack  the  funds."  Do  you  lack 
equally  the  spirit  of  self-denial  ? 

We  know  how  difficult  it  is  to  raise  money  in  many 
country  places  for  Sunday-school  work.  But  the  "will" 
hews  out  the  "way."  Take  the  "cheap"  cigars  one  of 
your  number  smokes.    They  cost  only  three  cents  apiece. 


296         THE  MODERN  SUNDAY  SCHOOL. 

Tie  smokes  only  one  a  day,  including  Sunday.  I^early 
eleven  dollars  a  year !  That  is  all.  But  five  men,  each 
smoking  or  chewing  eleven  dollars  a  year,  consume  on 
their  appetites,  and  to  the  damage  of  body,  brain,  and 
heart,  only  fifty-five  dollars  a  year!  And  all  this  is  in 
neighborhoods  where  people  are  too  poor  to  dress  decent- 
ly, and  far  too  poor  to  provide  reading  matter  for  a 
Sunday  school.  What  will  the  Master  say  when  the 
'^judgment  is  set  and  the  books  are  opened  V^ 

It  is  common  to  answer  remonstrance  by  remon- 
strance. The  city  cries  aloud  to  the  country,  and  re- 
ceives an  echoing  rebuke:  ^'If  country  Sunday  schools 
do  close  in  winter,  the  city  schools  also  close  in  summer." 

These  lines  are  not  written  from  the  city  standpoint, 
nor  are  they  intended  to  be  the  voice  of  the  city  in  any 
sense.  Personally,  I  have  lived  in  the  country  and 
preached  in  the  country  enough  to  understand  its  needs, 
its  embarrassments  and  advantages.  I  write  earnestly 
because  I  feel  keenly  the  importance  of  the  question.  I 
write  plainly  because  I  wish  its  importance  to  be  fully 
felt  by  those  who  must  personally  grapple  with  it.  But 
I  have  a  word  or  two  in  this  place  to  say  concerning  the 
custom  of  closing  Sunday  schools  in  the  city  during  the 
summer — a  word  of  condemnation  and  a  word  of  ex- 
tenuation. I  think  that  clergymen  and  most  students 
and  business  men  of  intellectual  and  sedentarv  habits 
need  a  few  weeks'  relaxation  in  the  summer.  In 
securing  this,  most  of  the  wealthy  church  members  are 
^^out  of  town''  for  some  time.  The  superintendent  goes ; 
the  chief  teachers  go ;  many  of  the  scholars  go.  So  the 
authorities  close  the  school.  Just  so  far  as  this  arrange- 
ment prevents  people  from  attending  the  public  service 


THE  COUNTRY  SUNDAY  SCHOOL.         297 

and  the  Sabbath  school  it  is  harmful.  Those  who  travel 
are,  of  course,  permitted  to  attend  service  every  Sab- 
bath. Now,  such  is  the  proximity  of  churches  in  all 
cities,  and  such  the  summer  arrangements,  that,  al- 
iiiough  one  or  two  churches  may  be  temporarily  closed 
in  the  neighborhood,  there  is  always  one,  and  generally 
more,  within  easy  reach  where  preaching  may  be  heard, 
and  where  the  Sabbath  school  is  held  twice  a  day.  The 
schools  that  close  are  aware  of  this,  and  it  is  customary 
for  departing  pastors  and  superintendents  to  exhort  those 
of  their  flocks  who  must  remain  in  town  to  attend  one 
of  the  neighboring  churches  and  schools.  So  that,  in 
fact,  the  city  Sunday  schools  do  not  at  any  time  close  in 
such  a  way  as  to  leave  city  people  without  opportunity 
for  regular  Sunday-school  service  every  Lord's  day. 

These  words  have  been  written  in  love,  and  with  a 
profoimd  anxiety  to  so  write  them  that,  while  they  could 
give  no  offence  by  undue  plainness,  they  might  be  so 
plain  and  direct  that  they  could  not  be  misunderstood. 

Methodists  hold  class-meetings.  They  are  intended 
to  be,  and  almost  invariably  are,  "means  of  grace."  A 
brother  minister  writes  as  follows : 

"I  have  been  preaching  and  working  in  the  Sabbath 
school  a  great  many  years  on  circuits  in  country  places. 
I  have  tried  hard  to  keep  up  the  schools  in  winter.  I 
am  very  glad  you  are  treating  the  subject  in  the  Sunday- 
school  Journal,  and  so  well  thus  far,  but  I  have  an  ob- 
jection for  you  to  answer.  In  many  places  the  Sabbath 
school  must  be  held  immediately  after  the  morning  ser- 
mon, but  that  entirely  prevents  all  class-meetings,  as  they 
can  only  be  held  at  that  hour.  To  me  this  is  the  greatest 
objection  to  winter  Sabbath  schools  in  the  country." 


298  THE    MODERN"    SUNDAY    SCHOOL. 

But  why  an  objection  to  "ivinter  Sabbath  schools?" 
Does  not  the  difficulty  exist  just  as  much  in  summer? 
ISTow,  there  are  two  or  three  methods  which  I  should 
adopt  or  test  before  abandoning  either  the  class-meeting 
or  the  Sunday  school. 

1.  I  should  plead  for  a  morning  session  of  the  Sunday 
school.  But  the  country  will  say,  "It  is  too  early  for  the 
people,  and  especially  for  the  children,  to  get  out." 

2.  I  should  then  plead  for  a  later  preaching  hour, 
say,  Sunday  school  at  10  a.  m. ;  preaching  at  11.15; 
class-meeting  at  12.30. 

3.  If  both  classes  and  Sunday  school  must  meet  at 
the  same  time,  I  should  recognize  the  class-meeting  as  a 
good  Sunday-school  class,  and  its  leader  as  a  Sunday- 
school  teacher.  I  should  recognize  the  Sunday-school 
classes  as  class-meetings,  and  their  teachers  as  leaders. 
I  should  uphold  both  institutions.  If  I  needed  a  teacher 
for  one  class,  I  should  feel  free  to  take  him  out  of  an- 
other where  he  had  been  a  scholar.  If  I  needed  a  devout 
class-member  for  a  Sunday-school  teacher,  I  should  lay 
hold  of  him,  feeling  that  I  was  virtually  making  a  class- 
leader  of  him,  and  thus  promoting  him. 

4.  If  we  were  compelled  to  meet  at  the  same  hour, 
and  had  but  one  room  in  the  church  for  all  purposes,  I 
should  borrow  a  neighbor's  kitchen  or  parlor  for  the 
class-meeting. 

I  do  firmly  believe  that  when  Christians  rightly 
estimate  the  Sunday  school,  and  Sunday-school  workers 
truly  appreciate  the  class-meeting,  there  will  prevail  a 
spirit  of  confidence,  concession,  and  co-operation  before 
which  every  difficulty  will  vanish. 


APPENDIX   A.  299 


APPENDIX  A. 

PUBLIC  RECEPTION  OF  SUNDAY-SCHOOL  TEACHERS. 

The  church  should  extend  its  hand  of  welcome  to  the  man  who 
consecrates  his  gifts  to  the  work  of  teaching  in  the  Sabbath  school. 
A  word  of  counsel  and  encouragement  at  that  important  stage  may 
have  a  most  salutary  efEect  upon  his  future  career.  The  pub- 
lic recognition  would  favorably  impress  the  church  itself,  and  give 
the  teacher  increased  power  over  his  scholars.  This  course  has 
been  adopted  in  several  schools  already,  and  many  years  ago  I  pre- 
sented the  following  plan  for  the  public  reception  or  installation  of 
teachers : 

1.  Let  the  school,  or  the  school  and  congregation,  unite  in  reading 
responsively  with  the  pastor  Psalm  cxix.  1-lG. 

2.  During  the  singing  of  the  following  hymn  the  persons  to  be 
received  may  come  forward : 

Christ  our  Example.    C.  M. 
Tune —  Balerma. 

Son  of  the  living  God !  receive 

This  humble  work  of  mine  ; 
Worth  to  my  meanest  labor  give, 

By  joining  it  to  thine. 

Servant  of  all !  to  toil  for  man 
Thou  wouldst  not,  Lord,  refuse ; 

Thy  majesty  did  not  disdain 
To  be  employed  for  us. 

Thy  bright  example  I  pursue  ; 

To  Thee  in  all  things  rise ; 
And  all  I  think,  or  speak,  or  do, 

Is  but  one  sacrifice. 

3.  Prayer. 

4.  Remarks  by  tlie  pastor  or  superintendent,  or  both,  on  the 
Sunday-school  teacher's  work,  and  the  need  of  the  Holy  Spirit  in 
order  to  success. 

5.  Scripture  readings  : 


300  THE    MODERN    SUNDAY    SCHOOL. 

(1)  By  the  pastor:  Rom.  xii.  1-8. 

(2)  By  the  superintendent :  1  Cor.  xii.  27-31. 

(3)  By  the  school  and  pastor  or  superintendent,  responsively : 
Eph.  iv.  1-16. 

6.  The  following  hymn  may  then  be  sung  : 

The  Scriptures.    L.  M. 

Unto  our  inner  man  expound 

The  things  in  all  Thy  Scriptures  found 

Concerning  Thee,  that  we  in  turn 

May  make  Thy  Iambs  the  same  discern. 

Instructed  thus  by  Thee,  O  Lord ! 
Our  souls  shall  prosper  in  Thy  Word  ; 
Apt  teachers  in  our  school  to  shine. 
Apt  scholars  must  we  be  in  Thine. 

7.  The  following  questions  may  then  be  asked : 

(1)  Do  you  believe  that  the  Holy  Scriptures  were  given  by  in- 
spiration of  God,  and  that  therein  we  find  all  things  necessary  to 
salvation? 

(2)  Do  you  believe  that  the  study  of  the  Holy  Scriptures,  with  a 
view  to  spiritual  edification,  is  the  chief  and  all-important  aim  of 
the  Sabbath  school? 

(3)  Will  you  endeavor  faithfully,  as  a  Sunday-school  teacher, 
to  instruct  your  scholars  in  the  Word  of  God? 

8.  The  following  covenant  may  then  be  made,  all  teachers  and 
officers  present,  who  desire  to  do  so,  uniting  with  the  candidates 
in  its  audible  repetition. 

Covenant. 

"I  do  solemnly  promise  to  devote  myself,  with  all  diligence,  to 
Sunday-school  labor.  I  will  endeavor  to  study  the  Word  of  God 
thoroughly  and  prayerfully ;  to  spend  as  much  time  as  possible  in 
reading,  meditation,  and  prayer,  with  special  reference  to  my 
work ;  as  regularly  as  possible  to  attend  all  the  means  of  grace ;  to 
visit  my  scholars  as  their  temporal  or  spiritual  necessities  may 
require,  and  to  be  punctually  present  at  school  and  all  meetings  of 
teachers." 


APPENDIX    A.  301 

9.  The  Teacher's  Consecration  Hymn  may  then  be  sung : 

Tu  n  e — D  ennis. 

Father,  my  spirit  search  ; 

Reveal  my  needs  to  me, 
As  now,  a  teacher  in  thy  church, 

I  give  myself  to  Thee. 

Teach  me  to  love  Thy  Word, 

Teach  me  to  do  Thy  will ; 
With  earnest  labors  for  my  Lord 

Help  me  my  life  to  fill. 

Thy  lambs  Thou  bidd'st  me  feed, 

Feed  me,  O  Shepherd  mine : 
If  led  by  Thee  then  may  I  lead 

My  flock  in  paths  divine. 

I  give  my  life  to  Thee ; 

Forgive  the  guilty  past, 
And  dwell  Thyself,  O  Christ,  in  me. 

And  give  me  heaven  at  last. 


302         THE  MODERN  SUNDAY  SCHOOL. 


APPENDIX  B. 

In  the  following  pages  are  miscellaneous  hints  and  memoranda 
made  by  an  imaginary  superintendent,  but  written  by  the  author 
while  serving  as  a  Sunday-school  superintendent,  or  while  editing 
a  magazine  especially  for  superintendents. 

Plan, — I  intend  to  keep  a  pocket  note-book  on  which  to  put 
down  my  own  thoughts  and  other  people's  thoughts  about  the 
superintendent's  work.  If  only  one  penciled  hint  out  of  ten  seems 
to  do  me  good,  the  time  spent  in  writing  the  other  nine  will  not  be 
wasted. 

The  Young  People. — I  believe  I  shall  try  the  plan  of  class  so- 
ciables,    I  can  issue  notes  of  invitation  to  Mr,  A 's  class  and 

jMrs,  M 's  class  to  spend  Tuesday  evening  with  the  pastor  and 

the  superintendent  in  the  large  Bible-class  room.  There  will  be 
less  than   forty   to  accommodate.     A   little  music ;   a   talk  of  ten 

minutes  from   Brother   L ;    a  cup  of  tea  ;   a   "look"   into  the 

lesson  for  next  Sunday ;  a  social  twenty  minutes ;  some  photo- 
graphs and  engravings  to  be  looked  at ;  a  "reading,"  etc.,  etc.,  will 
make  a  good  programme,     I  must  try  it. 

Cyclopaedia, — Lyman  Abbott's  new  Biblical  Cyclopaedia  was 
recommended  to  me  to-day  by  a  friend.     Must  examine  it. 

Artist, — Young  Wilton,  who  works  for  Mr,  Daggett,  on  Salem 
Street,  is  said  to  be  an  ingenious  hand  on  the  blackboard.  Shall 
call  on  him.  He  may  be  the  very  man  I  need  to  develop  the  black- 
board work  in  my  school. 

Lesson  Notes. — It  is  a  good  plan,  after  one  has  studied  his 
lesson  without  help,  to  use  all  available  helps.  I  am  afraid  I  have 
reversed  that  order  hitherto.  The  hint  dropped  by  Mr.  Malcolm 
last  night  on  that  point  is  worth  remembering. 

Normal  Classes. — Are  not  the  friends  of  the  Sunday-school 
work  carrying  things  too  far  in  trying  to  "train"  Sunday-school 
teachers?  Would  they  put  us  all  through  a  theological  seminary? 
But  I  must  look  into  that  question.  It  may  be  more  practicable 
than  I  supposed. 

Questions.— Prof.    II is   to   spend    Sunday  with   us.     He 

knows  a  good  deal  about  the  Sunday-school  work  in  England. 
Mem.  :  Ask  him,  1,  Concerning  the  irreverence  of  children  in  Sun- 
day school.  Is  it  as  bad  there  as  here?  I  am  sorely  afflicted  by 
the  want  of  reverence  among  my  scholars.     2.  How  generally   is 


APPENDIX    B.  303 

the  "International  Lesson  System"  used  there?  3.  What  is  the 
best  English  Sunday-school  periodical? 

Ventilation. — Miss  M complained  to  me  about  the  "close 

air"  in  the  Sunday-school  room  last  Sunday.  I  don't  believe  the 
sexton  knows  anything  about  ventilating  a  room.  Every  window 
should  be  open  all  of  Mondays  and  Saturdays.  A  good  current  of 
fresh  air  should  sweep  through  the  house  before  Sunday  school. 
It  is  impossible  to  be  awake  and  alive  and  to  do  good  teaching  in 
old,  dead,  over-used,  overheated  air 

The  Ideal. — If  1  put  the  best  elements  of  the  home,  the  public 
school,  the  public  service  of  the  church,  the  prayer  meeting,  and  the 
class  meeting  together  I  shall  have  an  ideal  Sunday  school. 

A  Stereopticon. — A  good  instrument  that  will  show  pictures 
ten  or  fifteen  feet  in  diameter  would  cost  over  $150.  It  would  be 
one  of  the  best,  including  cylinders  for  the  gas,  and  a  table  for 
the  lantern.  This  does  not  include  pictures,  which  cost  from 
seven  to  ten  dollars  a  dozen.  Now,  if  I  could  have  such  an  in- 
strument I  might  hold  evening  exercises  from  time  to  time  adapted 
to  the  older  scholars  and  to  the  public  generally.  A  "vesper 
service,"  with  responsive  Scripture  reading  and  songs,  could  be  put 
on  the  screen,  and  in  the  same  way  we  could  run  through  outlines 
of  the  lesson,  besides  giving  good  maps,  and  the  best  pictures  illus- 
trating Bible  lands,  etc.  I  think  of  several  uses  to  which  such  an 
instrument  might  be  put  by  a  Sunday  school.  I  can  see  how  a 
school  might  earn  enough  to  pay  for  it.  Must  look  into  the  sub- 
ject again. 

The  Absent  Teachers. — How  would  it  do  to  put  all  classes 
whose  teachers  are  absent  into  one  large  lecture  class  for  the  day? 
One  superintendent  in  New  York  State  sends  all  classes  home 
whose  teachers  are  absent.  His  teachers  now  are  never  absent. 
They  say  it  costs  too  much  to  be  away  even  for  one  day. 

The  Class  Sociable. — At  the  last  one  Mr.  Langford,  of  the 
High  School,  gave  a  lecture  on  "Gas."  At  the  next  Mr.  Raymond 
will  give  a  talk,  with  experiments,  on  "Vocal  Culture."  It  will  do 
my  young  people  good. 

Invariable  Announcements. — I  shall  try  never  to  omit  an- 
nouncing in  Sunday  school :  1.  The  preaching  service.  2.  The  reg- 
ular prayer  meeting.  3.  I  shall  always  ask  our  pastor  if  he  has 
anything  to  say  to  the  school. 

An  Itinerant  Letter. — Have  started  a  letter  on  its  rounds 
among  about  twenty  Sunday-school  superintendents.  Have  stated 
my  principal  difficulty  in  reference  to  my  older  pupils,  and  re- 
quested each  superintendent  to  whom  it  comes  to  give  a  suggestion 


304         THE  MODERN  SUNDAY  SCHOOL. 

toward  getting  a  firmer  hold  upon  this  class  of  pupils.  If  the 
letter  ever  comes  back  I  shall  send  it  to  the  Journal  for  publica- 
tion. 

Map  Drawing. — I  am  taking  lessons  in  drawing  just  to  be  able 
to  make  a  rude  but  approximately  correct  map  on  the  blackboard 
to  illustrate  the  lessons  from  week  to  week. 

An  Annoying  Boy. — George  causes  me  a  great  deal  of 

trouble.  He  is  bright,  witty,  mischievous,  and  as  restless  as  a 
humming  bird.  He  sees  that  I  watch  him,  and  is  trying  to  get  me 
out  of  humor.  I  must  pray  for  perfect  patience  to  conquer  him  by 
kindness. 

The  Library. — The  best  way  to  replenish  the  library  is  to  pur- 
chase few  books  at  a  time,  not  more  than  a  dozen.  These  can  be 
selected  carefully,  and  a  leaflet  printed  for  the  use  of  the  scholars, 
called  "Supplemental  Catalogue  No.  ,"  as  often  as  new  works  are 
introduced.  Some  statement  concerning  the  book,  its  subjects, 
class  in  literature,  purpose,  etc.,  might  also  be  printed  upon  the 
leaflet,  in  order  to  awaken  interest  in  the  school. 

Collection  Envelope. — Gardner's  "Sabbath-school  Collection 
Envelope"  is  a  new  and  practical  invention. 

Variety. — I  shall  open  my  school  next  Sunday  with  a  brief 
"Invocation"  preceding  everj'  other  exercise ;  then  a  song ;  then  the 
"roll-call ;"  then  the  reading  of  the  lesson  and  the  study  hour.  It 
will  be  a  change,  and  it  will  give  the  classes  more  time. 

The    Boy   Trouble. — George   is   all    right.     He    annoyed 

me  until  I  sent  for  him  to  help  me  put  up  some  pictures.  Since 
then  he  has  behaved  like  a  little  gentleman. 

A  Superintendent's  Class. — Why  may  I  not  have  a  class  to 
teach  every  Sabbath,  on  a  little  circle  of  seats  near  my  desk?  A 
class  without  a  teacher  for  the  day  might  come  forward,  and,  after 
I  have  put  everything  into  running  order  for  the  school  I  could, 
for  twenty-five  minutes  or  more,  give  them  the  lesson  for  the  day. 
It  would  do  me  good.  It  would  do  them  good.  It  would  put  me 
into  fuller  sympathy  with  my  teachers. 

Absent. — Must  go  north  on  business  for  two  weeks.  Sorry  to 
leave  my  school  that  long.  Must  write  a  short  letter  for  each 
Sabbath  during  my  absence.  May  be  able  to  say  some  things  not 
so  easy  to  say  viva  voce. 

The  Senior  Classes. — Don't  believe  Mr.  T 's  class  like  to 

answer  in  concert  with  the  rest  of  the  school.  They  call  it  "child's 
play."     What  shall  I  do  to  reconcile  them  to  it? 

The    Class    Sociables. — Mr,    L ,    the    telegraph    operator, 

promises  to  give  a  lecture    (with  experiments)    on   "Telegraphy" 


APPENDIX    B.  305 

before  my  "Sociable,"  to  which   I   have  invited  Mr.  A 's  and 

Mrs.  M 's  classes. 

The  Non-essentials. — I  must  not  make  too  much  of  punctu- 
ality, silence,  precision,  etc.,  important  as  these  elements  are. 
Character  and  tendencies  and  love  of  Christ  and  zeal  for  souls 
are  worth  so  much  more  in  a  superintendent. 

Tract  Distribution. — It  will  add  to  the  interest  of  the  schol- 
ars, and  do  good  in  many  homes,  for  the  superintendent  to  select  a 
good  tract  on  some  subject  related  to  the  lesson,  and  present 
copies  of  it  to  the  entire  school.  However  the  lowly  tract  may 
be  looked  upon  by  some  older  people,  by  the  children  it  is  esteemed 
if  wisely  adapted  to  their  needs. 

A  Boy  Choir.— Think  I  shall  select  ten  boys  for  a  choir,  to  sing 
on  special  occasions  in  the  school,  and,  if  the  pastor  approve,  now 
and  then  in  public  service.  But  have  I  the  boys  who  can  sing 
well?  Must  consult  the  chorister.  It  will  do  the  boys  themselves 
good  if  I  can  make  the  plan  work. 

Mothers'  Meetings. — Wish  our  pastor  would  get  the  ladies  to 
organize  a  "mothers'  meeting"  for  conversation  and  prayer  over 
the  difficulties,  responsibilities,  and  needs  of  mothers.  Shall  give 
him  a  hint. 

Two-Minute  Drills. — Have  heard  of  the  plan  of  a  "two- 
minute  drill"  every  Sabbath,  conducted  by  the  superintendent. 
Subjects  miscellaneous.  Must  inquire  about  the  plan,  and  put 
down  the  results  of  my  inquiry. 

Must  do  it. — Must  ask  the  question  every  Sunday  in  my 
school,  "Who  was  present  at  the  last  preaching  service  in  our 
church?"  Shall  have  all — teachers  and  scholars — who  were 
present  arise. 

Teachers'  Meeting.— The  superintendent  should  always  ask 
at  the  teachers'  meeting  for  the  "sick"  in  the  Sunday  school.  Who 
were  absent  last  Sunday  from  each  of  your  classes?  Why  absent? 
How  shall  we  find  out  before  next  Sabbath? 

Change. — Variety  in  Sunday  school  is  good,  but  I  must  not 
change  too  frequently.  A  plan  needs  time  to  test  it.  It  won't  do 
to  drop  an  experiment  because  it  does  not  work  well  on  two  or 
throe  trials. 

Bibles. — Only  forty  Bibles  in  my  whole  school  of  350  persons 
last  Sabbath.     This  won't  do.     We  must  aU  bring  Bibles. 

My  Dksk. — A  superintendent's  desk  should  be  a  model  of  order 
and  neatness.  To  look  at  a  specimen  of  system  tends  to  promote 
system.  My  desk  was  dusty  and  overcrowded  with  books  and 
papers  last  Sabbath. 

20 


30G         THE  MODERN  SUNDAY  SCHOOL. 

Before  18f>0. — Some  evening  I  shall  bring  together  all  the  peo- 
ple in  the  church  who  were  members  of  our  Sunday  school  before 
the  year  18G0.  This  will  aid  me  in  preparing  a  brief  history  of  the 
school. 

Echo  Talks. — This  is  what  I  call  my  infant  class  drills  when  I 
visit  and  teach  the  class.  The  little  folks  love  to  repeat,  and  re- 
cite, and  echo  back  my  words.  It  is  only  another  form  of  "cate- 
chizing,'' with  an  improvement  in  the  name  of  the  thing. 

Choral  Service. — I  like  the  new  name  I  have  given  my  singing 
meeting  half  an  hour  before  school.  The  children  learned  to  chant 
the  "Gloria  Patri"  last  Sunday,  and  they  sing  "Duke  Street" 
admirably.  Am  determined  to  exalt  the  old  hymns  and  tunes  in 
my  school. 

Hand  Exercise. — The  infant  class  manages  the  first  "hand 
exercise"  nicely.  The  teacher  says,  "One ;"  hands  go  to  the  laps. 
"Two;"  arms  folded.  "Three;"  hands  raised  as  high  as  possible. 
"Four ;"  hands  twirl  and  turn  rapidly.  "Five ;"  arms  folded 
again.     It  is  restful  to  the  young. 

Tea  Meetings. — First,  all  the  teachers  and  officers.  Then,  on 
another  evening,  all  the  senior  scholars.  Divide  the  other  classes 
into  about  four  sections,  and  have  for  each  section  a  tea-meeting, 
with  readings,  declamations,  pictures,  etc.,  etc. 

Avoid  High  Pressure. — Enterprise  is  laudable.  Ingenuity  is 
allowable.  Let  me,  however,  avoid  crowding  matters  too  much, 
so  as  to  develop  an  unhealthy  craving  for  excitement  in  my  school. 
Reach  the  social  element.  Control  it.  Develop  it.  But  the 
study  of  God's  Word  that  we  may  all  grow  in  grace  is  the  one 
aim. 

Impressive  Moments. — The  first  and  the  last  moments  of  a 
Sunday-school  session  should  be  calculated  to  impress  the  pupils 
with  the  sacredness  of  the  day  and  the  work.  The  introductory 
"silence"  is  a  fitting  preparation  for  the  hour,  and  at  the  close  the 
"silence"  and  the  "Scripture  sentences"  are  well  adapted  to  leave 
a  wholesome  impression  on  the  heart.  Must  give  more  thought  to 
this  matter  in  my  school. 

Temperance. — Cannot     accommodate     Mr.     B and     "SIvs. 

L ,  who  are  bent  on  giving  up  the  regular  lesson  once  a  month 

for  a  "temperance  meeting."  "Fifty-two  Bible  lessons  a  year"  is 
my  motto.  That  is  what  Sunday  school  is  for.  Still  I  must 
teach  temperance. 

Scroll  of  History. — Have  had  it  prepared.  Fifty  yards  of 
narrow  bleached  muslin,  stretching  across  the  schoolroom,  divided 
into  century  sections.     The  word  ADAM,  a  rude  picture  of  the 


APPENDIX    B.  30 


ark,  a  radiant  cross,  and  the  American  flag  indicate  four  important 
points  in  the  history  of  the  world.  The  name  of  Noah,  followed  by 
a  long  blue  bar,  indicates  the  length  of  his  life.  In  the  same  way 
one  sees  at  a  glance  the  name,  place,  and  full  period  of  Abraham, 
Joseph,  Moses,  the  Judges,  etc.,  etc.  I  can  add  many  items  of 
interest  to  the  "Scroll." 

The  Bible  in  the  Sunday  School. — The  "Leaf"  is  a  fragment 
of  the  Bible,  but  I  wish  my  pupils  to  have  the  whole  Bible  in  hand 
in,  the  school.  Plans  which  occur  to  me  as  calculated  to  induce 
teachers  and  pupils  to  bring  their  Bibles  every  Sabbath  :  1.  Talk 
about  it  every  w^eek ;  2.  Give  credit  marks  to  those  who  bring 
thom  ;  3.  Issue  a  little  circular  or  note  to  send  home,  making  an 
appeal  to  parents  in  regard  to  the  bringing  of  Bibles ;  4.  See  if 
our  pastor  will  not  make  a  special  announcement  and  request  from 
the  pulpit ;  5.  Ask  all  who  have  Bibles  to  rise  in  the  Sunday 
school  at  each  session. 

The  Absent  Teachers. — It  is  an  excellent  plan.  I  shall  con- 
tinue it.  Just  before  the  time  to  begin  the  class  study  I  ask  all 
classes  whose  teachers  are  absent  to  stand  up,  and  remain  standing 
while  I  appeal  for  teachers.  Thus  I  stop  the  whole  school  during 
the  provision  of  substitutes,  and  make  all  feel  that  one  absent 
teacher  brings  trouble  to  a  whole  school.  The  results  are  excel- 
lent already. 

Church  Hymns. — Have  printed  four  hymns  on  a  separate 
sheet.  Call  them  "Our  Church  Hymns."  They  are,  1.  "From  all 
that  dwell  below  the  skies;"  2.  "Rock  of  Ages,  cleft  for  me;" 
3.  "Arise,  my  soul,  arise;"  and,  4.  "When  shall  we  meet  again?" 
Why  should  not  our  Sunday  schools  make  their  members  familiar 
with  the  grand  old  hymns  and  tunes?  The  older  pupils  know 
them,  and  the  little  ones  soon  learn  them.  Properly  sung  they 
are  as  good  as  anything  of  later  date.  I  believe  in  the  modern 
Sunday-school  music,  however,  and  encourage  its  use. 

Lesson  Banners. — I  put  the  initial  letters  and  catch-words  of 
the  titles,  topics,  and  golden  texts  for  each  month  on  a  large  paper 
banner  (manilla  paper).  This  helps  in  a  monthly  and  quarterly 
review. 

Closing  Words. — The  last  words  spoken  in  Sunday  school 
should  be  reverent  and  impressive.  I  now  have  my  school  read 
with  me  responsively  the  twenty-third  Psalm  at  the  end  of  the 
session. 

The  Infant  Class. — It  troubles  me:  it  troubles  me  exceed- 
ingly. Noisy,  restless,  insubordinate.  It  makes  the  whole  school 
uneasy.     Must  devise  some  plan  to  keep  it  out  of  the  main  room. 


308         THE  MODERN  SUNDAY  SCHOOL. 

Our  Sick  Scholars. — I  must  have  some  plan  by  which  I  can 
find  out  who  of  our  scholars  are  detained  from  school  by  illness. 
How  would  it  answer  to  call  attention  to  the  matter  at  the  close  of 
every  school  session,  asking  the  teachers  to  inform  me  of  any  of 
their  scholars  who  are  ill? 

The  Three  Agencies. — I  must  never  forget  the  value  of  the 
family  in  my  school.  Home  is  my  best  helper  or  my  greatest 
hindrance.  I  must  have  a  wire  of  influence  between  every  class 
in  the  school  and  the  homes  they  severally  represent.  Then  there 
is  the  pulpit.  I  must  see  that  my  teachers  do  not  get  the  idea  that 
they  are  doing  the  whole  work  that  the  church  was  appointed  to 
perform.  The  scholars  must  be  interested  in  the  preaching  serv- 
ice. I  am  afraid  they  are  not  at  present.  Let  me  see  to  it  that  I 
am  not  the  cause,  in  the  slightest  degree,  for  any  failure  here.  My 
own  school  is  the  next,  the  third  of  the  three  great  church  agen- 
cies. I  must  see  that  no  weak  theory  of  Sunday-school  work  takes 
from  the  Sunday  school  the  claim  to  divine  authority  which  it  un- 
doubtedly has. 

Vest-pocket  Help. — Why  does  not  some  publishing  house  give 
us  a  little  manual  for  the  vest  pocket,  containing  the  title,  topic, 
golden  text,  and  home  readings  for  the  International  Lessons?  I 
wonder  it  has  not  been  done;  must  inquire.  [Since  the  above  was 
written  it  has  been  done.] 

Small  Book  for  the  Infant  Class. — These  little  "tots"  need 
some  very  small  volumes  or  tracts  to  carry  home  with  them.  The 
Picture  Lesson  Paper  is  delightful — nothing  more  beautiful ;  but 
we  ought  to  make  every  little  infant  pupil  a  messenger  of  the 
gospel,  by  using  him  or  her  to  carry  a  few  printed  pages  home 
with  them.  These  may  be  interesting  both  to  the  parents  and  to 
the  youngsters.  Let  me  see  if  there  is  not  something  like  this  in 
the  market. 

Missionary  Work. — I  am  sure  that  my  school  is  not  doing 
enough  in  the  missionary  cause.  They  do  not  know  enough  about 
it,  nor  do  they  feel  enough  on  the  subject ;  they  do  not  give  enough. 
I  must  have  a  missionary  revival  in  my  school. 

Associated  Schools. — I  wish  that  we  might  have  a  plan  of 
union  by  which  all  schools  in  the  church  might  be  bound  together 
in  a  sort  of  alliance  or  league  especially  devoted  to  the  development 
of  the  teaching  power  of  the  individual  schools.  If,  for  example, 
we  could  all  agree  to  adopt  the  same  course  of  study  outside  of  the 
International  scheme — the  same  catechism,  missionary  studies, 
memory  lessons,  etc. — it  would  tend  to  increase  the  interest  in  a 
denominational  way  in  the  Sunday-school  work. 


APPENDIX    B.  309 

The  Conscience. — A  child  has  a  conscience.  We  must  appeal 
to  it  in  insisting  upon  the  attendance  of  the  little  ones  at  church. 
Parental  authority  ought  to  be  strong  enough  to  send  them  all  to 
preaching  everj'  Sabbath,  but  where  that  is  employed  we  should 
convince  them  that  church  going  is  a  duty. 

Annual  Report. — Must  publish  one,  giving  names  of  all  teach- 
ers and  scholars.  Can  say  a  good  deal  to  parents  and  church 
members  through  the  columns  of  a  neat  little  "Annual."  A  few 
advertisements  will  pay  for  it. 

Choral  Circle. — Once  knew  a  superintendent  who  organized 
his  school  into  a  "Choral  Circle."  He  engaged  a  teacher  to  drill 
them.  What  a  chorus  choir  for  public  services  my  school  would 
make ! 

Sunday  Evening. — Our  pastor  says  he  would  like  to  have  a 
choral  circle  to  sing  for  him  on  Sunday  evenings.  The  spirited 
evangelical  songs  of  Moody  and  Sankey,  and  others  quite  as  good ; 
and  then  many  of  the  fine  old  hymns  would  give  an  additional 
charm  to  the  evening  service.  If  the  pastor  favors  the  choral 
circle  we  can  have  it. 

At  Home. — Why  do  not  my  scholars  prepare  their  Sunday- 
school  lessons  at  home?  1.  Perhaps  the  public  school  crowds  them 
too  much.  It  makes  no  allowance,  as  it  should  do,  for  religious 
education.  2.  It  is  my  fault.  I  do  not  talk  about  it  enough.  I 
might  circulate  a  tract  about  it.  3.  It  is  the  pastor's  fault.  He 
never  mentions  it  in  the  pulpit,  nor,  I  fear,  at  the  homes  of  the 
children.  4.  It  is  the  teachers'  fault.  They  do  not  insist  upon  it 
emphatically  enough.  5.  It  is  the  parents'  fault.  They  do  not 
use  persuasion  and  authority. 

Readings. — In  connection  with  the  lessons  I  can  easily  find 
passages  of  poetry  and  of  prose  illustrative  of  the  theme  for  the 
day.  Why  not  have  them  read  at  the  close  of  the  class  recitations 
by  some  good  elocutionist  in  the  school?  I  believe  I  will  try  this 
plan. 

Small  Schools. — Mr.  A says,  "All  the  modern  methods, 

as  they  are  called,  may  be  used  as  effectively  in  a  small  as  in  a 
large  school."  It  is  not  the  largest  schools  or  the  wealthiest  that 
have  most  success.  We  may  have  gradation,  discipline,  and  good 
instruction  with  fifty  pupils  as  well  as  with  five  hundred. 

Put  on  the  Pressure. — I  am  convinced  that  the  superintendent 
who  puts  on  the  pressure  on  the  educational  side  of  his  work  in 
the  Sunday  school  will  not  be  a  popular  superintendent.  There 
are  so  many  indolent  teachers,  and  so  many  incompetent  teachers, 
and  there  is  so  much  aversion  on  the  part  of  our  scholars  to  down- 


310         THE  MODERN  SUNDAY  SCHOOL. 

right  hard  work  in  Sunday  school  that  it  is  as  much  as  a  man's 
reputation  is  worth  to  insist*  firmly  and  uncompromisingly  upon 
study  of  the  right  sort  in  his  Sunday  school.  There  is  a  sort  of 
weak,  pathetic,  so-called  "religious  talk"  in  Sunday  school,  and 
it  is  the  easiest  thing  in  the  world  for  a  superintendent  to  substi- 
tute pious  pathos  for  vigorous,  stalwart  work.  Now,  I  want  work 
done  in  the  thorough  study  of  God's  Word.  1  want  my  scholars 
to  get  God's  Word  into  their  intellects  and  into  their  lives.  In 
order  to  this  they  must  Jcnoiv;  to  know  they  must  study.  This 
kind  of  work  requires  teachers.  Teaching  can  be  done  by  none 
but  teachers.  Teachers  to  make  others  know  must  themselves 
know.  Now,  may  the  Lord  help  me  to  stand  up  for  the  intellectual 
side  of  the  work !  And  I  must  not  and  need  not  sacrifice  the 
religious  side  one  particle.  If  this  makes  me  unpopular,  let  me 
have  grace  to  be  unpopular.  It  will  be  a  crown  of  honor  after  a 
while.  But  I  must  try  toj^arry  on  my  reform,  for  such  it  is,  in  a 
patient  spirit.  To  lose  my  patience  once  may  do  me  and  my 
teachers  untold  damage. 

Short  Opening  Services. — I  am  satisfied  that  I  make  a  mis- 
take when  I  take  too  much  time  for  the  opening  exercises  of  my 
school.  Ten  minutes  is  long  enough  for  the  average  school.  The 
teachers  should  get  at  their  classes  for  the  class  work  when  they 
are  freshest.  It  is  wrong  to  tire  out  a  school  with  general  exer- 
cises and  then  pass  them  over  to  the  teachers  in  an  exhausted  con- 
dition. 

Tracts. — The  tract  is  a  powerful  agency  for  good  or  for  evil. 
Every  errorist  seeks  to  spread  his  errors  by  circulating  tracts.  I 
must  see  that  we  have  a  supply  of  good  tracts  to  send  out  now 
and  then  from  my  school  into  the  community.  I  may  thus  do  a 
great  deal  of  good.  Must  send  to  the  Tract  Society  for  a  cata- 
logue of  tracts  that  I  may  select  some  good  ones  for  distribution. 

Rough  Boys. — Eight  or  ten  of  our  boys  stand  outside  of  the 
schoolroom  to  the  very  last  minute  and  annoy  the  other  children  as 
they  come  in.     What  can  I  do  to  correct  the  evil. 

Solos. — Sankey  sings  solos.  Why  not?  We  may  have  solos 
in  Sunday  school  if  we  can  find  the  earnest,  unaffected,  sincere, 
sweet-voiced  singer.  Have  I  some  talent  of  this  kind  in  my  school 
that  should  be  developed? 

My  Portfolio. — Friend  L suggests  to  me  the  utility  of  a 

Sunday-school  portfolio  for  the  collection  of  all  sorts  of  engravings, 
chromos,  etc.,  on  Biblical  subjects,  of  all  sizes  and  kinds,  so  that 
in  teachers'  meetings,  in  classes,  and  at  home  evening  entertain- 
ments of  pupils,  we  may  have  at  command  all  that  art  has  for  our 


APPENDIX    B.  311 

use  in  the  illustration  of  the  Word  of  God.  I  think  the  plan  as 
feasible  as  it  is  beautiful  and  practical.  At  old  art  stores,  and  in 
old  magazines,  I  may  find  any  number  of  these  old  engravings, 
while  the  new  and  recent  interest  in  the  International  Lessons 
on  both  sides  of  the  Atlantic  has  produced  some  most  admirable 
pictures  in  a  great  variety  of  sizes  and  styles  bearing  on  the 
Bible.  Then  the  department  of  religious  pictures,  not  wholly 
historical,  is  very  rich,  and  may  be  summoned  to  our  service,  I 
believe  I  will  submit  the  plan  to  the  teachers,  and  by  their  aid  I 

can  pick  up  a  large  number  of  the  very  works  I  need.     Mr.  W 

goes  to  the  city  soon  ;  I  will  have  him  look  in  at  the  old  book  and 
engraving  shops,  and  see  what  he  can  do.  The  London  Tract  So- 
ciety publishes  a  large  number  of  very  fine  lithographs,  colored  ; 
and  I  have  seen  a  few  samples  of  Bible  pictures  for  infant  classes 
by  the  Wesleyan  Publishing  House  of  London,  which  will  be  very 
well  adapted  to  our  use. 

Chautauqua. — I  learn  that  Miss  G ,  through  the  liber- 
ality of  her  superintendent  and  a  few  friends,  intends  to  take  her 
normal  class  of  thirty  young  people  to  the  Sunday-School  Assembly 
to  spend  two  weeks  in  the  normal  exercises,  and  to  pass  the  re- 
quired examinations.  She  has  been  teaching  them  very  faithfully, 
and  it  will  be  a  pleasant  and  a  wise  thing  to  have  them  all 
together  in  tents  at  the  Assembly.  It  will  be  two  weeks  of  de- 
lightful recreation  for  them  and  for  her.  Why  cannot  some  of 
our  teachers  at  least  club  together  and  spend  the  time  at  Chau- 
tauqua? 

The  Akron  Museum. — What  will  not  Akron  do  in  Sunday- 
school  lines?  The  Methodist  Episcopal  Sunday  school  of  that 
city  has  organized  a  regular  museum — geological,  historical,  and 
archaeological — of  which  Dr.  Leiter  of  that  school  is  superin- 
tendent. It  already  contains  a  great  variety  of  specimens  from 
all  parts  of  this  country — minerals,  specimens  in  the  department 
of  natural  history,  coins,  scrip,  curiosities  from  Palestine,  India, 
China,  Japan,  and  elsewhere.  The  children  are  trained  to  make 
contributions  to  their  museum.  They  are  always  on  the  look-out 
for  rare  things.  It  is  a  good,  feasible,  practicable  plan.  I  spent  a 
day  or  two  not  long  ago  with  Franklin  Fairbanks,  Esq.,  of  St, 
Johnsbury,  Vermont,  He  showed  me  a  rich  cabinet  of  curiosities, 
a  large  museum,  in  fact,  which  he  had  collected  himself  from  the 
time  he  was  a  little  boy.  The  plan  is  useful.  The  Sunday  school 
may  cultivate  this  same  habit  among  its  young  people. 

Difficulty  jNIeeting. — Miss  F says  that  she  is  puzzled  to 

know  what  to  do  with  her  class  of  bright.  Inquiring  girls.     They 


312         THE  MODERN  SUNDAY  SCHOOL. 

have  many  questions  to  ask,  more  or  less  directly  growing  out  of 
the  lesson — questions  about  ethics,  doctrines,  and  the  "rights  and 
wrongs  of  things  generally."  She  says  there  is  no  time  to  discuss 
these  matters  in  the  school,  nor  are  they  in  the  direct  line  of  its 
work.  The  teachers'  class  has  no  place  for  them,  nor  the  prayer 
meeting,  nor  the  Sunday  sermon.  Yet  there  ought  to  be  room  to 
meet  them  somewhere.  She  might  ask  her  class  to  bring  their 
questions  in  writing  on  Sunday,  and  meet  them  on  some  afternoon 
at  her  house  to  give  answers.  She  suggests  that  there  are  many 
points  of  faith  and  practice  which  people  would  like  to  have 
explained.  Why  not  have  all  who  wish  come  to  a  meeting  for  the 
purpose  with  their  questions,  and  let  the  pastor  or  superintendent 
answer  them?  Another  plan — let  there  be  a  question  box,  and 
one  Sunday  evening  in  each  month  let  our  pastor  devote  his  dis- 
course to  the  discussion  of  its  contents.  I  think  if  prepared  for 
and  announced,  it  might  prove  a  popular  service. 

Teachers'  Meeting.— Speaking  of  difficulties,  I  scarcely  know 

what  to  do  with  Mr.  X ,  who  came  to  our  teachers'  meeting 

last  week  bristling  with  knotty  questions,  and  ready  to  spend  the 
whole  evening  in  disputation.  He  was  quite  offended  when  I  lim- 
ited the  discussion  of  all  the  difficulties  in  the  lesson  to  ten  min- 
utes, and  said,  in  a  loud  whisper,  something  about  "gag-law."  But 
I  am  determined  to  make  our  Friday  evening  meeting  intensely 
practical,  and  shall  not  waste  the  time  in  frivolous  talk. 

Cakes  and  Cream.— Mr.  P ,  one  of  the  trustees  who  is  not 

in  the  school,  has  asked  me  to  hold  the  teachers'  meeting  in  his 
parlor  next  week,  and  enjoy  some  refreshments  at  the  close  of  the 
lesson  study.  He  says  that  he  cannot  labor  in  the  school,  being 
absent  from  town  a  large  part  of  the  time,  but  he  appreciates  the 
teachers'  work,  and  wants  to  give  them  a  little  encouragement. 

Children's  Meeting. — Our  pastor  has  closed  his  course  of 
"Familiar  Talks  to  Children"  for  the  season.  lie  has  given  seven 
short,  easy  addresses  on  Friday  afternoons,  accompanied  with 
blackboard  illustrations  on  such  themes  as  "Your  Companions," 
"Your  Work,"  "Play,"  "Steps  to  Salvation,"  "Success,"  etc., 
much  to  the  enjoyment  of  the  children,  as  well  as  their  profit.  I 
notice  that  many  of  the  young  people  who  attended  his  meetings 
last  fall,  and  were  converted  in  the  revival  during  the  winter, 
speak  in  prayer  meeting  with  remarkable  clearness,  and  seem  to 
have  a  very  distinct  understanding  of  God's  work  in  their  hearts. 


APPENDIX    B.  313 

Programme  of  a  Sunday-School  Session. 

1.  Perfect  silence. 

2.  Invocation.      [Very  brief.] 

3.  Singing.      [Church  Hymn.] 

4.  Recitation :  Titles,  Topics,  and  Golden  Texts  for  current 
quarter,  up  to  the  day's  lesson,  by  whole  school. 

5.  Review  Catechism.  [Ten  minutes.]  Embracing  salient 
facts  of  the  quarter's  lesson  up  to  the  day's  lesson. 

6.  Class   Studies.      [Thirty-five  minutes.] 

7.  Review  of  the  day's  lesson,  with  practical  application. 

8.  Two-minute  Catechism.      [Books  of  the  Bible.] 

9.  Report  of  Secretary. 

10.  The  Pastor's  Words. 

11.  Announcements  for  the  week,  always  including  Preaching, 
Weekly  Prayer  Meeting,  Teachers'  Meeting,  and  Church  Classes. 

12.  Singing. 

13.  Books  and  Papers  distributed. 

14.  Silence. 

15.  Dismission. 

[Length  of  whole  session  from  2.30  to  4  P.  M.] 

Plans  for  Exciting  Interest  among  Children. 

To  interest  little  people  in  the  reading  of  useful  books,  and  in 
real  study  outside  of  the  prescribed  tasks  of  the  day  school,  I  must 
adopt  various  ingenious  schemes  which  will  kindle  the  imagination, 
appeal  to  the  ambition,  and  transform  work  into  play. 

I  do  not  sympathize  wholly  with  the  idea  that  children  are  never 
to  be  required  to  do  hard  work,  that  all  study  must  be  turned  into 
a  species  of  game,  sugar-coated  with  amusements ;  but,  assuming 
that  the  authority  of  the  day  school  and  home  guarantee  the  harder 
work  out  of  which  come  mental  discipline  and  enrichment,  I  think 
that  the  church,  having  no  especial  authority  in  educational  mat- 
ters, must  appeal  to  devices  of  various  kinds  which  shall  allure 
childhood.  We  cannot  by  rightful  authority  coerce,  and  so  we 
must  by  legitimate  expedients  invite  and  delight.  I  must  enlist  the 
sympathies  of  our  pastor,  for  a  wise  minister  keeps  his  hand  on 
the  childhood  of  his  church  ;  and  with  his  heart  in  this  work  wil\ 
tax  his  powers  of  invention  to  their  utmost  to  make  pleasant  to  the 
lambs  of  his  flock  the  meadows  in  which  they  wander. 

By  photographic  or  printed  communications ;  by  special  week- 
afternoon  classes ;  by  occasional  Sunday  after-school  sessions  ;  by 
pastoral  visitation  ;  by  little  domestic  local  circles ;  by  pulpit  an- 


314         THE  MODERN  SUNDAY  SCHOOL. 

noiincoments,  the  true  minister  can  create  an  esprit  de  corps  in 
his  church  in  tlie  promotion  of  wholesome  reading  and  home  study 
which  will  helpfully  supplement  the  educational  work  carried  on 
by  the  ordinary  day  school. 

Imagine  our  pastor  enlisting  his  little  people  in  tracing  the 
derivations  of  certain  words,  their  origin,  growth  ;  the  families  to 
which  they  belong ;  the  different  uses  made  of  the  same  word,  etc. 
While  this  would  bo  little  else  than  an  everyday  school  exercise, 
the  fact  that  the  minister  proposed  the  question,  that  somewhere 
in  the  course  of  these  w^ord  studies  he  has  hidden  away,  to  be  found 
out,  an  important  moral  and  practical  lesson,  w^ould  give  more 
charm  to  the  research  than  it  could  have  by  merely  dropping  into 
the  regular  order  of  daily  recitation.  It  w'ould  make  the  casual 
meeting  of  the  pastor  and  his  children  in  the  street  an  occasion  of 
interest  to  both,  and  little  eyes  would  twinkle  with  satisfaction  at 
having  made  some  progress  since  the  last  interview.  They  would 
have  more  respect  for  the  minister,  and  he  more  interest  in  them. 
They  would  be  on  the  constant  lookout  for  words  with  which  to 
puzzle  him,  and,  perchance,  with  modest  criticisms  on  something  he 
"said  in  last  Sunday's  sermon."  The  friendly  relations  between 
pastor  and  children  promoted  by  even  so  slight  a  literary  fellow- 
ship as  this  would  involve  larger  interests  than  appear  at  first 
sight.  The  literary  fellowship  might  be  the  dumb  wire  through 
which,  later  on,  and  under  other  circumstances,  might  flash  the 
spiritual  message  and  illumination  which  every  pastor  has  in  his 
heart  for  every  little  member  of  his  church  household. 

Every  house  has  some  pictures  in  it.  There  are  engravings  or 
chromos,  paintings  or  photographs,  that  hang  on  the  wall.  There 
are  many  kinds  of  pictures.  There  are  different  kinds  of  engrav- 
ings, on  w'ood,  stone,  metal,  line,  stipple,  mezzotint,  etc.  There  are 
pictures  of  various  kinds  in  books.  No  house  but  has  its  uncata- 
logued  list  of  pictures  to  wiiich  little  hands  and  eyes  have  access  at 
will.  The  minister  who  sets  the  members  of  his  Lyceum  Reading 
Union  or  school  on  an  artistic  exploration  to  discover  and  classify 
the  pictures  in  their  own  homes  is  already  doing  a  good  work. 
One  little  fellow  begins  with  the  parlor,  draws  his  diagram  of  the 
four  walls,  and  locates  every  picture,  telling  its" subject,  the  class  to 
which  it  belongs,  the  manner  of  its  execution.  Thus  he  goes  over 
the  walls  of  the  whole  house,  and  then  begins  to  search  like  an 
Egyptologist  or  an  Assyriologist  into  the  pictures  buried  in  the 
volumes  on  the  table  or  on  the  shelves.  Criticisms  upon  pictures 
as  to  their  truthfulness  to  nature  or  otherwise,  the  stories  which 
they  commemorate,  the  lessons  which  they  teach — what  a  world 


APPENDIX    B.  315 

of  possibilities  do  we  find  in  the  plainest  home  simply  among  the 
pictures  which  it  contains,  and  in  how  many  worthy  things  a  min- 
ister educates  the  children  of  his  church  when  he  turns  them  out 
to  observe,  classify,  criticise  and  report! 

The  pictorial  papers  which  abound  to-day  furnish  a  good  field 
for  operation  in  this  work  of  developing  the  activities  of  youth. 
The  child  who  saves  every  picture  to  which  he  has  a  right,  who 
learns  how  to  trim  them,  and  how  neatly  to  paste  them  in  a  book, 
how  to  bind  them,  and  then  ornament  the  cover,  has  an  oppor- 
tunity to  do  good  by  sending  to  many  a  home  of  poverty  and  degra- 
dation these  little  products  of  his  own  ingenuity  and  industry, 
which  become  worthy  ministers  of  beauty,  neatness,  and  morality. 
A  minister  whose  Lyceum  Reading  Union  has,  in  the  course  of  the 
year,  produced  fifty  or  a  hundred  scrap-books  of  pictures  and 
stories,  would  thereby  be  able  to  make  valuable  contributions  to 
destitute  families,  schools,  and  communities. 

What  we  have  said  concerning  the  classification  and  study  of 
pictures  at  home  may  also  be  said  in  reference  to  books.  Some 
homes  have  but  few  books  in  them.  And  yet  children  from  these 
homes  would  be  able  to  make  a  good  report  concerning  the  sub- 
jects on  which  the  books  treat,  the  number  of  chapters  into  which 
they  are  divided,  the  style  of  binding,  the  authors,  the  publishers, 
and  many  other  items  about  them.  Such  reports  from  a  home 
would  give  the  pastor  a  better  insight  into  the  real  calibre,  taste, 
and  tendencies  of  that  home  than  he  could  possibly  secure  through 
any  amount  of  visitation. 

In  a  little  town  among  the  mountains  of  Pennsylvania  there 
is  a  boy  who  has  cultivated  his  taste  for  collecting  geological  and 
other  specimens,  curiosities  and  relics.  He  has  learned  through 
books  and  friends  some  facts  about  every  specimen  ;  and  it  is  most 
entertaining  to  have  the  little  fellow  go  through  his  cabinet,  his 
little  finger  pointing  to  each  specimen,  and  his  tongue  rattling 
away,  making  report  concerning  it,  where  it  came  from,  what  it  is 
composed  of,  what  it  belongs  to,  how  it  was  produced,  where  better 
specimens  may  be  had,  and  what  he  expects  one  of  these  days  to  do 
when  he  gets  "all  the  money  he  wants,  and  gets  a  big  room  :"  and 
out  of  the  stones  come  dreams,  and  out  of  the  stones  and  dreams 
productive,  educating,  and  refining  influences. 

An  herbarium,  containing  the  flowers,  leaves,  plants,  grasses, 
and  mosses  of  a  neighborhood,  would  in  the  same  way  be  an  in- 
centive to  observation,  carefulness  and  industry.  Sweet  contacts 
with  nature  might  thus  be  promoted.  And  how,  in  the  minister's 
study,  ou  a  given  day,  the  pile  of  herbariums  prepared  by  his  own 


316         THE  MODERN  SUNDAY  SCHOOL. 

Lyceum   Reading  Union,  as  gifts  to  this  hospital  or  that,  would 
delight  his  heart ! 

Seated  at  the  breakfast  table,  one  of  the  older  boys  or  girls 
starts  a  question,  which  the  pastor  put  into  motion  the  day  before : 
How  are  the  things  on  this  table  and  in  this  house  related  to 
distant  parts  of  our  land  or  to  other  lands?  Where  did  the  mate- 
rial come  from  of  which  these  dishes  are  made?  That  bit  of  silver, 
where  was  it  probably  found?  The  tea,  the  coffee,  the  pepper, 
the  salt,  the  cord  by  which  yonder  picture  is  suspended,  the  wood 
from  which  that  choice  bit  of  furniture  in  the  corner  was  made, 
the  Japanese  curiosity  on  the  mantel,  the  four  big  shells  that  lie 
here  and  there  in  the  room? 

One  day  our  minister  says  to  his  Lyceum  Reading  Union  :  "I  am 
very  anxious  to  collect  plans  of  houses,  rooms,  closets,  halls.  I 
want  these  plans  to  be  accurate,  the  doors  and  windows  must  be 
properly  located.  I  want  to  know  the  heights  of  ceilings,  the 
height,  as  nearly  as  you  can  get  it,  from  the  ground  to  the  top  of 
the  roof,  or  the  top  of  the  tower  or  chimney.  In  connection  with 
such  plans,  I  want  to  know  the  materials  of  which  the  house  is 
built,  the  age  of  the  house,  the  various  families  that  have  lived  in 
it,  the  changes  that  have  taken  place  in  it;"  and  they  have  for  ten 
days  such  a  searching  into  history,  such  a  measuring  of  heights 
and  lengths  and  breadths  and  depths  one  never  saw  before.  There 
is  not  a  movement  in  the  whole  task  assigned  but  has  educating 
power  in  it.  The  boy  who  once  ascertains  the  height  of  the  house 
will  scarcely  ever  look  at  a  house  afterward  without  forming  an 
estimate. 

To  the  above  suggestion  a  wise  minister  adds  a  question  ap- 
pealing to  the  imagination  and  the  architectural  skill  of  his 
Lyceum  Reading  Union  :  "If  you  had  your  way  what  improvement 
would  you  make  on  the  inside  and  outside  of  the  house  you  report, 
and  that  without  changing  its  size?"  Consultations  between 
parents  and  children  come  on — and  jolly  conversations  they  would 
be — on  the  changes  which,  for  convenience'  sake,  and  for  the  sake 
of  appearance,  could  be  made  if  only  money  were  as  plenty  as  the 
imagination  is  active. 

Wiser  than  the  wisest  plans  above  mentioned,  by  which  such 
associations  as  the  L.  R.  U.  and  the  V.  R.  C.  may  be  made  a 
power,  is  that  which,  finding  out  the  sick  and  blind  and  the  really 
needy  people  of  the  community,  organizes  a  mission  of  relief  and 
comfort.  Little  hearts  are  touched  by  the  appeals  of  the  pastors; 
little  hands  are  employed  in  gathering  and  forming  floral  offerings; 
little  voices  are  heard  in  many  a  bedchamber  reading  for  the  half 


APPENDIX    B.  317 

hour  or  more  out  of  the  latest  paper  the  news  of  the  day,  or  out  of 
some  good  book  the  precious  experiences  of  the  past,  or  out  of  the 
Book  of  books  the  blessed  hopes  of  eternity  and  the  pledges  of  a 
Father's  care.  Blessed  ministry  would  this  be !  And  if  our  chil- 
dren were  earlier  trained  to  practical  beneficence,  the  songs  they 
sing  about  love  and  service  would  be  far  more  worthful  than  now ! 

Imagine  a  pastor  calling  for  "out-of-the-window  prospects" 
from  the  children  of  his  congregation.  In  the  cities  and  in  smaller 
towns  some  of  these  outlooks  would  be  very  limited  ;  but  even  there 
a  plain  and  simple  description  would  educate  the  observer  who 
would  undertake  to  write  his  report,  especially  if  he  could  learn 
to  look  beyond  fences  and  walls.  The  glimpse  at  the  blue  sky 
which  the  back  window  of  the  city  house  furnishes  might  be  more 
full  of  suggestion  to  the  little  city  boy  than  a  wider  landscape 
from  a  country  home.  But  our  pastor  gets  something  from  the 
pens  of  his  pupils,  and  a  whole  pile  of  "out-of-the-window"  views 
accumulate  upon  his  table. 

Again,  he  encourages  his  little  people  to  write  letters  for  correc- 
tion. The  secular  schools  do  not  render  much  of  this  service. 
They  cram,  and  they  require  "compositions"  on  "Eternity,"  "Au- 
tumn," "Amiability,"  the  "Power  of  Love,"  etc.,  ad  nauseum.  The 
writing  of  business  letters,  letters  of  description,  letters  of  friend- 
ship, in  which  in  after  years  boys  and  girls  are  expected  to  have 
facility,  is  rarely  called  for  in  the  public  school.  What  a  world  of 
benefit  the  pastor  might  secure  to  the  children  of  his  fold  by  thus 
training  them  on  the  practical  side  of  life ! 

The  same  skill  and  enthusiasm  on  the  part  of  the  minister  might 
secure  the  reading  of  selected  passages  from  the  classical  authors, 
the  committing  to  memory  of  other  passages,  outlines  of  authors' 
lives,  all  of  which  would  enrich  the  memory  and  refine  the  tastes. 
Children  will  do  for  pastor's  sake  things  that  for  teacher's  sake 
they  would  not  do.  He  is  a  wise  pastor  who  utilizes  this  willing- 
ness. 

Let  the  leader  of  the  "Children's  Lyceum"  call  for  autobiog- 
raphies— life  records  of  the  little  ones  as  they  can  recall  them,  the 
principal  events  they  remember — the  moving,  the  funeral,  the 
longest  journey  they  have  ever  taken,  the  best  friends  tjiey  have 
had,  and  what  happened  to  them,  their  school  teachers,  their  min- 
isters, their  exploits,  stories  of  adventure  and  peril,  odd  dreams — 
all  the  curious  and  remarkable  things  of  a  child's  life. 

One  minister  secured  from  his  young  people  written  reports  of 
sermons  and  lectures,  and  this  was  kept  up  so  long  that  they  ac- 
quired the  habit  of  observing  closely  everybody  whom  they  heard 


318         THE  MODERN  SUNDAY  SCHOOL. 

speak  in  public.  This  habit  has  educational  advantages.  Listless 
auditors  are  the  curse  of  our  modern  churches.  Training  to  the 
habit  of  attention  to  the  sermon  would  compensate  iu  three  months 
for  the  labor  spent. 

One  day  the  pastor  says  to  his  class,  "I  want  each  one  of  you  to 
think  in  a  straight  line  from  the  center  of  your  house  out  of  each 
window,  and  let  your  thought  run  not  merely  a  mile,  but  one  hun- 
dred miles,  and  a  thousand  miles,  and  so  on  round  the  world,  to  see 
what  great  city  that  window  would  command  if  nothing  interfered. 
There  is  a  window  iu  your  home  through  which  you  might,  circum- 
stances favoring,  see  Rome ;  another  window  would  command  Lon- 
don, another  San  Francisco.  How  many  great  city  windows  have 
you  in  your  house?"  What  a  study  of  geography  would  follow 
such  a  proposal !  Every  little  fellow  would  be  ready  to  report  to 
his  pastor  the  "Jerusalem  window,"  the  "Melbourne  window,"  or 
the  "London  window"  in  his  house. 

This  is  an  age  of  newspapers  and  magazines.  There  is  scarcely 
a  house  into  which  does  not  come  some  weekly  religious  or  secular 
paper,  and  also  some  monthly  magazine.  Require  a  report  from 
your  pupils  of  the  papers  and  magazines  taken  by  the  families 
they  represent.  Here  would  be  a  means  of  canvassing  in  the  inter- 
est of  useful  publications. 

A  teacher  encouraged  his  pupils  to  study  local  geography  by  ask- 
ing for  plans  of  the  town  or  township  in  which  they  lived,  they 
locating  principal  houses,  connecting  every  point  of  interest  with 
some  event  of  the  local  history,  or  a  history  of  the  country,  which 
would  be  interesting  to  all. 

A  minister  once  located  the  principal  characters  of  universal 
history  on  a  single  street — a  long  street,  many  miles  long — chrono- 
logically so  divided  that  his  pupils  could  locate  "Alexander's 
house,"  and  the  "house  of  Moses,"  and  the  "house  of  Napoleon," 
so  that  the  street  became  a  constant  reminder  of  not  only  illus- 
trious names  in  history,  but  a  chronological  guide  always  present. 
"I  passed,"  said  a  little  fellow,  "Alexander's  house  this  morning 
on  the  way  from  the  post-office,  and  it  was  not  very  far  from  the 
house  of  Aristotle." 

Reports  might  be  brought  to  the  pastor  concerning  and  from 
the  oldest  people  whom  the  pupils  know — where  they  were  born 
and  when,  some  of  their  experiences,  adventures,  journeys,  etc.,  etc. 
The  study  of  human  life,  the  listening  attentively  and  with  interest 
to  what  the  old  have  to  say,  would  be  a  profitable  lesson  to  Amer- 
ican and  English  youngsters. 

If  a  minister  or  teacher  were  to  undertake  the  collection  of  eti- 


APPENDIX    B.  319 

quettical  improprieties,  breaches  of  good  manners  on  the  street, 
in  the  parlor,  and  elsewhere,  he  would  have  opened  an  admirable 
opportunity  for  educating  his  children  in  a  subject  very  much  neg- 
lected. 

One  of  the  most  delightful  exercises  which  I  ever  introduced 
among  a  lot  of  young  people  was  an  imaginary  tour  of  the  Holy 
Land.  Committees  were  organized  to  find  out  the  best  routes,  and 
the  expenses  of  each.  A  decision  was  arrived  as  to  the  route  we 
were  to  take.  The  day  of  departure  was  appointed.  We  imagined 
ourselves,  wherever  we  were,  as  on  a  journey,  picking  up  from 
books  of  travel  incidents  to  be  reported  at  our  next  meeting.  It 
took  us  eleven  days  to  cross  the  Atlantic.  We  stopped  in  London 
five  days,  and  saw  many  things ;  and  then  passed  onward  across  the 
Continent  to  Palestine,  and  one  of  our  number  wrote  imaginary 
letters  from  the  Holy  Land,  which  were  published  in  the  village 
paper,  and  every  little  pilgrim  interested  in  the  device  was  eager 
to  gather  all  the  information  he  could.  We  have  sometimes 
thought  that,  with  such  a  pilgrimage  in  connection  with  the  pub- 
lic school,  there  might  be  put  variety  into  the  monotony  and  tire- 
someness of  school  life.  How  much  might  be  taught  by  this  meth- 
od of  history,  geography,  archaeology,  art,  and  business  habit ! 


320         THE  MODERN  SUNDAY  SCHOOL. 


APPENDIX    C. 

SUNDAY-SCHOOL   SEED   THOUGHTS 
On  the  Institution,  its  Relations  and  its  Teachers. 

No.  1.  The  Sunday-school  is  not  a  substitute  for  the  family,  for 
the  public  church  service,  nor  for  the  other  religious  meetings  of 
the  church  ;  but  it  is  a  department  of  the  church  of  Christ,  in 
which  the  Word  of  Christ  is  taught  for  the  purpose  of  bringing 
souls  to  Christ,  and  of  building  up  souls  in  Christ. 

No.  2.  The  Sunday  school  should  supplement  the  family,  and  the 
Sunday-school  teacher  should  aid  wise  and  godly  parents  to  bring  up 
their  children  in  the  nurture  and  admonition  of  the  Lord  ;  and  he 
should  also  be  the  religious  instructor  of  children  whose  parents 
neglect  this  important  part  of  their  duty. 

No.  3.  The  Sunday  school  should  supplement  the  pulpit,  and  the 

Sunday-school  teacher  should  induce  his  pupils  regularly  to  attend 

the  public  and  social  services  of  the  church,  and  he  should  also  seek 

"to  bring  them  to  a  hearty  acceptance  of  Christ,  and  to  membership 

in  His  church. 

No.  4.  The  Sunday-school  teacher  should  be  a  Christian  in  ex- 
perience and  profession  ;  a  consistent  Christian  in  life  and  deport- 
ment ;  a  Christian  teacher  in  knowledge  and  tact,  and  a  Christian 
friend  in  sympathy  and  helpfulness. 

No.  5.  The  Sunday  school  should  be  like  a  refined  Christian 
home  in  attractiveness,  comfort,  beauty,  cheerfulness,  and  in  the 
mutual  confidence  and  affection  of  its  members. 

No.  (>.  The  Sunday  school  is  a  part,  a  primitive  method,  and  a 
product  of  the  church  ;  therefore  it  should  be  controlled  and  sus- 
tained by  the  church,  and  its  services  should  be  characterized  by 
the  reverence  and  propriety  and  sanctity  of  a  church  service. 

No.  7.  The  Sunday  school  is  a  school,  and  it  should  be  organized 
and  conducted  after  the  general  methods  which  are  approved  by 
the  wisest  and  most  experienced  secular  educators,  and  its  instruc- 
tions should  be  systematic,  thorough,  and  enthusiastic. 

No.  8.  The  Sunday  school  is  a  Christian  school,  and  it  should 
possess  the  character  and  tone,  and  be  followed  by  the  fruits  which 
belong  to  an  institution  under  the  direction  and  inspiration  of  the 
Holy  Spirit  of  God. 


APPENDIX    C.  321 

No.  9.  The  Sabbath-school  teacher  needs  a  careful  preparation — 
general  and  specific — for  his  work  :  1.  Because  of  the  text-book  he 
is  to  use;  2.  Because  of  the  pupils  he  is  to  teach ;  3.  Because  of 
the  results  he  is  to  seek. 

No.  10.  The  Sabbath-school  teacher's  general  preparation  should 
comprise:  1.  A  knowledge  of  the  construction  and  contents  of  the 
Bible;  2.  A  knowledge  of  the  powers  and  peculiarities  of  his 
pupils;  3.  A  knowledge  of  the  principles  of  teaching;  4.  Some 
practice  in  teaching  under  wise  and  candid  criticism. 

No.  11.  The  Sabbath-school  teacher's  specific  preparation  should 
comprise  that  arrangement  of  the  contents  of  a  Scripture  lesson 
which  will  best  aid  the  teacher  in  leading  his  pupils  to  earnest 
thoughtfulness  and  self-application  in  the  simple  reading  of  God's 
Word. 

No.  12.  The  proper  preparation  of  a  Scripture  lesson  comprises : 
1.  The  collation  of  parallel  passages  of  Scripture  bearing  on  the 
lesson  text ;  2.  The  careful  analyzing  of  the  lesson  text ;  3.  The 
thoughtful  exploration  of  the  lesson  text ;  4.  The  wise  adaptation 
of  the  lesson  to  each  member  of  the  class. 

No.  13.  Parallel  passages  are  those  portions  of  Scripture 
outside  of  the  lesson  text  itself,  in  which  the  same  or  similar  sub- 
jects as  those  contained  in  the  lesson  text  are  treated.  These  pas- 
sages are  to  be  sought  by  means  of  the  Concordance  and  Reference 
Bible. 

No.  14.  A  careful  analysis  of  each  lesson  may  be  made  by  look- 
ing for  the  following  seven  elements :  1.  The  time — of  the  record, 
occurrence,  or  counsel ;  2.  The  places ;  3.  The  persons ;  4.  The 
actions  or  words  of  these  persons  in  these  places  at  the  time  speci- 
fied ;  5.  The  difficulties  we  encounter  in  the  reading  or  explanation 
of  the  lesson  ;  0.  The  doctrines  or  general  principles  taught ;  7.  The 
duties  to  be  drawn  from  the  lesson. 

No.   15.  The  thoughtful  exploration   of   the   lesson   text   is   that 

close,    independent,    devout,    and    persevering    searching    for    the 

deepest  and  most  essential  truth  or  principle — the  central  doctrine 

■ — which  it  contains;  which  doctrine  will  relate  to  God,  to  man,  or 

to  God  and  man,  in  the  scheme  of  human  redemption. 

No.  in.  A  wise  adaptation  of  the  lesson  to  the  class  requires: 
1.  A  looking  at  the  lesson  with  each  pupil  in  mind  to  see  what  is 
contained  in  it  which  the  pupil  most  needs  ;  2.  A  careful  selection 
of  these  truths  from  the  many  thoughts  which  a  gen'^ral  prepara- 
tion may  have  elicited  ;  3.  The  arrangement  of  these  selected 
truths  in  a  way  calculated  to  arrest  the  attention  of  the  whole 
class,  and  to  render  them  permanent  and  effectual. 
21 


322         THE  MODERN  SUNDAY  SCHOOL. 

No.  17.  There  are  four  classes  of  teachers:  1.  Those  who  leave 
with  their  pupils  a  general  and  good  impression,  but  no  definite 
knowledge  ;  2.  Those  who  at  the  time  of  the  class  exercises  impart 
knowledge,  but  do  not  provide  for  its  retention  by  the  pupil ;  3. 
Those  who  so  communicate  knowledge  that  their  pupils  remember 
just  what  they  have  received  ;  4.  Those  who  so  impart  knowledge 
as  to  develop  self-activity  in  the  pupil,  quickening  his  intellect  to 
effort  of  its  own. 

No.  18.  Intellectual  quickening  is  the  process  by  which  the 
teacher  excites  the  intellectual  power  of  his  pupil  to  self-activity 
in  the  line  of  his  teaching ;  and  to  be  effectual  it  must  also  lead  to 
that  course  of  thought,  feeling,  purpose,  and  action  which  are  the 
proper  products  of  the  truth  taught. 

No.  19.  The  teacher,  in  order  to  develop  intellectual  quickening, 
must  be  able  to  secure  the  attention  of  his  pupils.  This  attention, 
which  is  the  condition  of  successful  teaching,  must  be:  1.  Volun- 
tary; 2.  Interested;  3.  Intense;  4.  Inquiring:  5.  Persevering; 
and,  t5.  Effectual  and  obedient,  leading  the  pupil  to  will  and  to  do 
in  the  line  of  the  truth  to  which  he  has  given  attention. 

No.  20.  The  teacher  should  so  instruct  and  direct  his  pupils  as 
that  they  shall  feel  it  necessary  to  put  forth  some  effort  of  their 
own  in  connection  with  every  lesson,  and  this  effort  should  be  put 
forth  to  some  extent  at  home  during  the  week. 

No.  21.  The  teacher  should  induce  his  pupils  to  put  forth  some 
effort  in  connection  with  the  lesson  in  the  class.  There  must  be  in 
every  class  exercise  something  to  hear,  something  to  see,  something 
to  say,  something  to  do,  something  to  remember,  something  to 
report  about,  something  to  think  out,  and  something  to  apply  to 
their  daily  lives. 

No.  22.  The  teacher  should  seek  to  interest  the  pupils  in  the  sub- 
ject-matter of  every  lesson,  so  that  their  curiosity  shall  be  excited, 
their  intellectual  powers  exercised,  their  consciences  startled,  if 
necessary  their  fears  aroused,  their  affections  won,  and  their  wills 
brought  to  prompt  and  right  decisions. 

No.  23.  The  teacher  must  never  sacrifice  his  own  individuality 
to  any  method,  but  by  repeated  experiment  find  out  his  own  best 
way  of  working,  and,  without  disregarding  the  suggestions  which 
come  from  others,  endeavor  to  render  that  way  more  and  more 
effective. 

No.  24.  The  teacher  should  remember  the  power  of  a  good  repu- 
tation for  tact  and  knowledge;  the  power  of  personal  affection; 
the  power  of  anticipative  interest  or  expectation  on  the  part  of  his 
pupils ;  the  power  of  a  present  purpose  summoning  himself  to  the 


APPENDIX    C.  323 

immediate  duties  of  the  hour ;  and  the  magnetic  power  of  the 
emancipated  eye,  enabling  him  to  dispense  with  leaf,  book,  and 
notes,  and  to  look  into  the  faces  of  his  pupils  during  the  process  of 
teaching. 

No.  25.  It  is  the  business  of  the  teacher  to  arrest  and  to  arouse 
the  minds  of  his  pupils,  and  to  set  them  at  the  legitimate  business 
of  mind,  which  is  to  think — to  think  with  a  wise  purpose — to  think 
in  order :  1.  To  feel  their  need  of  truth ;  2.  To  explore  old  truth ; 
3.  To  get  new  truth  ;  4.  To  grow  by  truth ;  5.  To  make  a  wise  use 
of  truth. 

No.  26.  The  teacher  should  learn  the  value  of  lesson  illumina- 
tion, which  is  the  employment  of  those  elements  in  teaching  by 
which  the  delighted  attention  of  his  pupils  is  attracted  towards  a 
lesson,  and  its  instructions  rendered  more  clear  to  his  understand- 
ing. 

No.  27.  There  are  four  peculiarities  of  the  pupil  which  the 
teacher  should  undertand  and  employ  in  attracting  him  towards 
a  lesson :  1.  The  pupil's  delight  in  seeing ;  2.  The  pupil's  delight  in 
imagining ;  3.  The  pupil's  delight  in  comparing ;  4.  The  pupil's 
delight  in  knowing.  Corresponding  to  these  four  peculiarities  are 
the  four  great  lesson  lights :  1.  Objects  of  sight ;  2.  Exercises  of 
the  imagination  ;  3.  Comparisons  ;  4.  Knowledge — historical,  sci- 
entific, etc. 

No.  28.  The  best  light  to  shed  upon  a  Bible  lesson  is  Bible  light. 
The  teacher  of  the  Bible  should,  therefore,  be  familiar  with  the 
history,  geography,  poetry,  manners  and  customs  of  the  Bible,  and 
the  present  condition  and  peculiarities  of  the  lands  in  which  the 
events  recorded  in  the  Bible  occurred. 

No.  29.  The  facts  of  everyday  life  with  which  pupils  are  most 
familiar  are  invaluable  in  the  illumination  of  lessons.  The  teacher 
should,  therefore,  multiply  his  store  of  illustrations  by  the  habit  of 
observation,  by  the  study  of  the  masters  of  illustration  in  books, 
sermons,  etc.,  and  by  accumulating  and  preserving  illustrative 
material  in  scrap  and  note  books. 

No.  30.  The  teacher  should  remember  that  facility  in  the  use  of 
illustrations  comes  from  patient  and  constant  practice,  and  that 
the  best  illustrations  are  those  which  come  spontaneously  while  he 
is  attempting  to  make  clear  to  his  pupils  a  truth  which  is  clear  to 
himself. 

No.  31.  The  teacher  should  never  unnecessarily  use  visible  and 
material  things  to  illustrate  spiritual  truth  ;  nor  should  he  use  too 
many  illustrations ;  nor  should  he  use  them  for  the  purpose  of 
filling  up  the  time,  amusing  the  class,  or  displaying  his  own  genius. 


324         THE  MODERN  SUNDAY  SCHOOL. 

No.  32.  The  best  illumination  which  a  lesson  from  the  Bible  can 
receive  is  in  the  consistent  life  and  spirit  of  the  man  who  teaches  it. 

No.  33.  Word-picturing  is  a  process  of  illumination  which  is 
always  effective  in  attracting  the  attention  of  a  class.  The  teacher 
should  remember  that  in  word-picturing  the  pupil  will  acquire  no 
more  definite  and  vivid  view  of  the  lesson  than  the  teacher  himself 
possesses. 

No.  34.  Interrogation  or  questioning  is  the  act  or  process  of 
incomplete  statement  (of  a  fact  or  proposition)  by  which  the  mind 
is  incited  and  directed  to  the  examination  of  a  subject  in  order 
to  complete  the  statement  of  the  facts  or  proposition  suggested. 

No.  35.  The  design  of  interrogation  or  questioning  in  the  work 
of  teaching  is:  1.  To  measure  the  pupil's  knowledge  and  power  for 
the  teacher's  and  the  pupil's  information  ;  2.  To  stimulate  the  pu- 
pil's desire  for  knowledge  and  his  purpose  to  secure  it ;  3.  To  assist 
the  pupil  in  such  purpose  and  effort,  by  questions  put  to  him,  and 
by  questions  elicited  from  him  ;  4.  To  prove  the  teacher's  work. 


APPENDIX    D.  325 


APPENDIX  D. 

INTERNATIONAL  NORMAL  LESSONS. 

The  committee  appointed  at  the  centenary  in  London,  in  1S80, 
has  published  the  following  outline  course  of  reading  and  study  for 
Sunday-school  teachers,  and  candidates  for  that  oflBce : 

I. — The  Sunday-school  Teacher. 

1.  Readings  concerning  the  highest  aims  of  Sunday-school  work  ; 
conversion,  spiritual  culture,  and  formation  of  character. 

2.  The  mental,  moral,  and  spiritual  qualifications  of  the  teacher. 

3.  Principles  and  methods  of  teaching  in  their  relation  to  class 
instruction. 

4.  Helps  to  the  work  of  Sunday-school  instruction. 

5.  Difficulties  and  encouragements  of  the  Sunday-school  teacher. 

II. — The  Bible — the  Sunday-school  Text-book. 

1.  Readings  on  the  evidences  of  the  authenticity  and  genuineness 
of  the  sacred  writings. 

2.  The  canon  of  Scripture,  how  formed  :  characteristics  of  the 
books. 

3.  Language  and  style  of  Scripture. 

4.  The  study  of  Scripture,  with  special  references  to  Sunday- 
school  instruction. 

5.  Examples  of  religious  instruction,  public  and  private,  found  in 
the  Scriptures  of  the  Old  and  New  Testaments. 

6.  The  teaching  process,  as  exemplified  in  the  Bible  :  in  ques- 
tioning, metaphors  and  similes,  object  illustrations,  parables,  prac- 
tical application. 

III. — The  Modern  Sunday  School. 

1,  On  the  history  and  statistics  of  the  Sunday  school.  Early 
and  independent  Sunday-school  movements ;  the  work  initiated  by 
Raikes — its  beginning  and  development  in  England  and  America ; 
the  uniform  lesson  movement :  the  "International  system." 

2.  On  the  advantages  of  the  Sunday-school  system  as  a  means  of 
reaching  and  instructing  children  and  youth. 


326         THE  MODERN  SUNDAY  SCHOOL. 

3.  On  the  relation  of  adults  to  the  Sunday  school ;  the  difficulties 
in  the  way  of  their  retention  ;  their  peculiar  necessities ;  modifica- 
tion of  the  Sunday-school  system  to  meet  the  demands  of  this  class. 

4.  On  the  constitution,  organization,  and  management  of  the 
Sunday  school  ;  difference  between  church  (or  congregational)  and 
mission  schools. 

5.  On  the  mutual  duties  of  school  officers,  teachers,  and  scholars. 
G.  On  associated  effort ;  conventions,  institutes,  preparation  and 

training  classes,  etc. 


APPENDIX    E.  327 


APPENDIX  E. 

The  following  additional  hints  are  offered  to  teachers  concerning 
methods  of  class  work  : 

1.  Reading  the  lesson — in  concert  by  the  class ;  by  alternate 
verses,  each  scholar  reading  one ;  or  responsively,  the  teacher  tak- 
ing the  first  verse,  the  whole  class  the  second,  etc.  2.  Elliptical 
reading  of  the  lesson — the  teacher  alone  using  an  open  Bible.  As 
he  reads,  let  him  omit  principal  words  which  must  be  supplied  by 
the  scholars,  singly  or  in  concert.  3.  Loio  concert  responses  in 
the  class.  Repetitious  of  the  lesson,  etc.,  by  which  all  may  be  occu- 
pied at  the  same  time.  4.  Topical  outlines;  if  prepared  by  the 
pupils  themselves,  all  the  better.  5.  Review  the  preceding  lesson, 
occupying  but  a  very  short  time  in  so  doing.  Let  a  scholar  give 
the  substance  of  the  lesson,  and  permit  the  rest,  after  he  has  fin- 
ished, to  add  omitted  facts.  6.  State  the  lesson  for  the  day.  This 
may  be  done  by  one  of  the  scholars,  the  rest  keeping  their  books 
closed.  At  the  close  of  his  statement  additional  facts  may  be  given 
by  the  class.  7.  Principal  words  and  phrases.  Let  the  teacher 
call  them  out,  and  request  definitions  and  explanations  from  the 
class.  8.  Analyze.  What  (1)  persons,  (2)  places,  (3)  times, 
(4)  actions,  are  alluded  to  in  the  lesson?  What  (5)  difficult 
tvords  or  (6)  phrases  occur?  What  (7)  doctrines  and  (8)  duties 
are  taught?  9.  Parallel  Passages.  Where  the  same  incident  is 
narrated  by  two,  three,  or  four  of  the  Evangelists,  let  the  class  be 
divided  into  sections,  and  taking  up  the  details  of  the  occurrence, 
compare  the  terms  employed  by  the  Evangelists  in  describing  it. 
10.  References.  Sometimes  in  these  lessons,  and  always  in  a  good 
reference  Bible,  the  several  verses  are  illustrated  and  explained  by 
other  passages  of  Scripture.  It  may  be  profitable  to  study  the  les- 
son occasionally  by  consulting  the  references.  11.  Dratving  Les- 
sons. Let  a  verse  be  read.  Then  let  a  scholar  state  one  of  the 
facts  it  contains.  From  this  fact  let  the  class  infer  a  theological 
or  practical  lesson.  12.  Principal  Lessons.  Having  drawn  several 
lessons,  let  one,  two,  or  three  of  the  most  important  truths  be  se- 
lected for  special  investigation.  13.  Topical  Outlines.  The  lesson 
may  be  divided  into  a  series  of  propositions,  topics,  or  pictures. 
These  may  be  memorized,  and  the  facts  and  teachings  of  the  lesson 
connected  with  them.  14.  The  Golden  Text  should  always  be 
committed  to  memorj-.     It  may  sometimes  form  the  topic  of  inves- 


328         THE  MODERN  SUNDAY  SCHOOL. 

tigation,  and  lessons  may  be  drawn  from  it.  15.  Character. 
One  or  more  characters  in  the  lesson  may  be  selected  for  examina- 
tion and  description.  This  may  sometimes  be  done  in  writing. 
IG.  Map  Exercise.  Maps  and  diagrams  may  l)e  drawn  by  the 
scholars  at  home,  and  thus  the  topography  of  the  lesson  illustrated. 
17.  Written  Ansivers.  A  question  announced  the  week  before  may 
elicit  many  brief  written  replies  from  the  class.  Freedom  of  ex- 
pression is  often  enjoyed  by  a  scholar  at  home,  with  pencil  in 
hand,  not  so  easily  secured  in  the  presence  of  others. 

Should  a  teacher  always  ask  the  scholars  the  questions  on  the 
lesson  help  given  to  themV  I  answer  frankly,  Usually  he  should 
not.  A  good  lesson  help,  prepared  by  a  wise  teacher,  contains 
questions  so  arranged  as  to  begin  with  the  pupil's  knowledge  and 
guide  him  to  knowledge  he  needs.  Such  questions  are  arranged  in 
proper  form,  and  the  result  of  an  intelligent  answer  should  be  to 
unfold  the  lesson  fully  to  him  who,  by  the  guidance  of  such  ques- 
tions, investigates  it.  At  the  same  time  the  living  teacher  will  be 
more  likely  to  awaken  the  powers  of  his  pupils  by  propounding 
questions  that  are  then  and  there  the  outgrowth  of  large  knowledge, 
of  the  teacher's  tact,  and  of  the  exigencies  of  the  occasion. 

If  the  teacher  be  conscious  of  his  inability  to  form  better  ques- 
tions than  those  furnished  in  the  lesson  help,  he  may  so  master  those 
as  to  put  into  them  the  heartiness  of  spontaneity,  and.  under  the 
guidance  of  the  mind  who  prepared  the  questions,  lead  his  pupils 
to  the  same  results  as  though  he  had  himself  prepared  them.  It 
may  be  asked,  then.  What  special  use  is  there  in  giving  lesson 
helps  to  the  scholars  for  their  weekly  preparation?  I  answer 
again,  ^yhere  the  teachers  and  pupils  prepare  the  lesson  by  the 
same  guide,  they  may  become  masters  of  the  siihjcct,  and  in  this 
way  converse  about  it,  and  other  thoughts  and  questions  will  nat- 
urally grow  out  of  the  conversation  thus  developed.  And  it  will 
not  discourage  the  scholar  not  to  ask  him  the  specific  questions 
of  the  help  if  he  and  the  teacher  become  so  much  interested  in  the 
lesson  that  they  can  talk  about  it  freely  without  the  direction  of 
any  lesson  help. 

AVhile  discussing  the  general  subject  of  questions,  and  commend- 
ing spontaneous  conversation  as  the  higliest  form  of  teaching,  let 
me  call  attention  to  a  possible  plan  of  conversation  which  will 
greatly  tend  towards  mutual  freedom  and  action  in  the  class. 

A  teacher  may  construct  carefully  a  statement  full  of  useful 
information,  historical,  geographical,  doctrinal,  or  religious.  This 
statement  he  may  read  to  his  class  once,  requiring  them  to  give 
such  close  attention  to  the  single  reading  that,  when  he  reads  it 


APPENDIX    E.  329 

the  second  time,  pausing  at  salient  words,  they  may  be  able  to 
supply  them.  At  every  reading  these  ellipses  may  be  increased, 
and  thus  the  scholars  trained  to  remember  what  they  hear.  Such 
reading,  if  the  teacher  masters  the  subject,  may  become  a  sort  of 
convei;Fation  between  teacher  and  class,  which  he  may  take  up  at 
any  time,  and,  by  frequently  repeating,  may  put  well  into  the 
minds  of  his  pupils.  If,  for  example,  he  kept  a  little  blank  book 
with  these  statements  written  out  in  full  and  numbered,  it  would 
take  but  little  time  to  go  over  a  number  of  them  every  Sabbath. 
In  the  course  of  the  year  how  much  the  scholars  might  be  induced 
to  remember !  The  "International  Sunday-school  Lesson"  might  be 
taken  up  in  the  same  way  in  a  class  every  week.  The  preparation 
of  the  statement  would  be  a  good  thing  for  the  teacher. 

The  following  is  a  conversation  statement  on  Bible  geography. 
The  words  italicized  are  words  which,  on  the  second  reading  of  the 
statement  in  their  hearing,  the  class  will  be  expected  to  supply : 

We  propose  a  trip  to  Bible  lands,  especially  to  the  land  of  Pal- 
estine, also  called  the  Holy  Land,  Canaan,  the  Promised  Land,  the 
Land  of  Israel,  and  Judcea.  In  making  this  pilgrimage  we  must 
go  toward  the  East,  and  across  the  Atlantic  Ocean.  From  New 
York  to  Liverpool  in  a  straight  line  is  about  three  thousand  miles. 
From  Liverpool  we  may  go  to  Paris,  thence  to  Marseilles,  from 
Marseilles  to  Malta,  from  Malta  to  Joppa,  making  the  whofe  dis- 
tance from  New  York  to  Joppa  not  far  from  six  thousand  miles. 
At  Joppa  we  recall  the  vision  of  Peter  as  reported  in  the  Acts  of 
the  Apostles,  where  he  saw  a  great  sheet  knit  at  the  four  corners, 
and  let  doion  from  heaven.  From  Joppa  we  look  northward  and 
southward  up  and  down  the  coast  line  of  Palestine.  Before  us  are 
the  hills  of  Judcea,  and  among  them,  about  thirty-four  miles  in  a 
straight  line  from  Joppa,  a  little  south  of  east,  is  Jerusalem. 
Further  east,  sixteen  miles,  we  come  to  Jordan  and  the  Dead  Sea. 
Beyond  these  are  the  table  lands  of  Moah  and  Bashan. 

Simple  lessons  after  this  style  may  be  prepared  about  the  Book 
of  books,  the  languages  in  which  these  books  were  written,  their 
classification,  and  the  principal  events  in  the  lives  of  leading  Bible 
characters. 


330         THE  MODERN  SUNDAY  SCHOOL. 


APPENDIX  F. 

THE  PALESTINE  CLASS. 
A  Circular: 
Proposing  a  New  Department  of  Sunday-school  Instruction* 

Every  Bible  reader  should  be  acquainted  with  the  outlines  of 
sacred  history  and  chronology,  and  with  the  details  of  Biblical 
antiquities  and  geography.  A  knowledge  of  these  is  essential  to 
a  proper  understanding  of  the  divine  Word.  We  often  overlook  the 
force  and  beauty  of  many  of  its  allusions  through  our  ignorance  of 
sacred  antiquities. 

There  is,  moreover,  an  air  of  reality  imparted  to  all  history  by 
familiarity  with  the  geography  involved  in  it.  In  view  of  the  su- 
pernatural character  of  Bible  history,  acquaintance  with  Bible 
geography  is  particularly  important.  Once  give  its  wonderful 
transactions  an  actual  locality  among  hills,  valleys,  and  cities 
which  may  still  be  found  and  visited,  connecting  and  comparing 
them  with  the  records  of  profane  history,  and  our  youth  will  read- 
ily distinguish  the  miraculous  from  the  mythical,  and  discover  in 
the  Bible  lands  of  to-day  not  only  clear  illustrations  of  many  por- 
tions of  the  Bible,  but  strong  and  irresistible  evidence  in  favor  of 
its  divinity. 

Our  theological  seminaries  and  Biblical  institutes  are  the  only 
places  where  these  subjects  are  studied  with  anything  like  thor- 
oughness, and  yet  their  importance  to  all  readers  of  the  Bible 
can  scarcely  be  overstated.  The  incidental  allusions  and  explana- 
tions of  the  pulpit  do  not  effect  much.  The  pulpit  is  not  the  place 
for  historical  and  geographical  instruction.  The  greater  particu- 
larity of  the  Sunday  school  and  Bible  class  affords  only  disconnected 
and  fragmentary  information.  Excellent  books  in  these  depart- 
ments have  been  widely  circulated,  but  are  used  as  text-books  only 
in  colleges  and  seminaries,  or  for  reference  in  the  family,  Sunday 
school,  and  Bible  class. 

Sacred  history,  geography,  and  antiquities  must  be  systematic- 
ally and   thoroughly  taught  to   our  Sunday-school   children.     And 

*  This  circular  was  published  and  widely  circulated  in  1802. 
The  first  class  was  organized  in  1855. 


APPENDIX    F.  331 

yet  the  sacred  hours  of  the  Sabbath  usually  devoted  to  Sabbath 
school  cannot  be  appropriated  to  these  topics,  when  truths  so  much 
more  important — the  doctrinal  and  practical — are  to  be  especially 
considered.  Now,  by  what  method  may  we  impart  such  knowl- 
edge in  an  attractive  way  to  these  our  Sunday-school  students? 
Why  may  we  not  have  a  Sunday-school  department  devoted  es- 
pecially to  these  subjects? 

1.  Call  such  department  the  "Palestine  class,"  or  "Class  of  Bib- 
lical  Antiquities," 

2.  Its  meetings  may  be  held  on  some  week-day  evening,  or  on 
Saturday  afternoon. 

3.  All  persons  should  be  invited  to  attend — adults  and  children — 
parents,  teachers,  pupils. 

4.  The  pastor,  or  other  competent  person,  may  be  its  president  or 
teacher.  A  chorister  may  be  employed  to  conduct  the  musical  ex- 
ercises of  the  class.  The  secretary  and  treasurer  may  be  elected 
by  ballot,  quarterly. 

5.  The  church  "catechism,"  which  most  pastors  use  in  the  cate- 
chumen class  or  Sunday  school,  may  be  introduced  as  a  feature  of 
this  class. 

6.  The  class  to  be  divided  into  grades,  through  which  scholars 
may  pass  successively,  as  they  progress.  This  insures  thorough- 
ness, and  renders  the  class  exercise  interesting. 

7.  Select  committees  of  examination  and  other  oflScers  from  the 
highest  grade  at  any  time  attained  by  the  class. 

8.  For  convenience  and  pleasure,  the  recitations  are  usually  con- 
ducted by  the  concert  method,  but  to  insure  personal  thoroughness 
each  pupil  is  examined  separately  and  placed  according  to  his 
advancement,  successively  in  the  grade — "Pilgrim,"  "Resident," 
"Explorer,"  "Dweller  in  Jerusalem,"  and  "Templar."  By 
this  simple,  practicable,  and  pleasant  plan,  the  liveliest  interest 
may  be  maintained  in  the  class.  It  will  prove  both  study  and 
pastime. 

9.  Certificates  may  be  given  to  the  meml)ers  of  each  grade. 

10.  Expenses  for  maps,  books,  and  certificates  may  be  met  by 
occasional  exhibitions,  at  which  "conversations"  on  a  trip  to  the 
Holy  Land,  Biblical  incidents,  songs,  and  recitations  will  insure 
novelty,  profit,  and  entertainment. 

11.  Let  the  teacher  keep  a  "record,"  in  which  to  enroll  names  of 
scholars  in  each  grade ;  prepare  his  programme  for  each  recitation 
in  advance,  and  register  the  results  of  his  private  Biblical  re- 
searches. Such  a  record  will  become  a  most  valuable  "cyclo- 
paedia." 


332         THE  MODERN  SUNDAY  SCHOOL. 

12.  Use  a  small  tea  "call-bell,"  by  which  order  aud  perfection  of 
drill  may  be  maintained. 

13.  Scholars  should  always  bring  Bibles  with  them  for  reading 

and  reference. 

14.  An  organ  or  melodeon  will  be  of  great  value  in  the  singing 

and  map  exercises. 

15.  Let  each  session  be  short,  and  introduce  as  much  variety 
in  the  exercises  as  possible. 

16.  Take  short  lessons  from  the  text-book,  and  secure  prompt, 
spirited,  concert  responses. 

17.  Always  read  in  concert  some  scriptural  selection  at  the 
opening  of  the  class. 

18.  Give  all  scholars  an  opportunity  to  present  difficult  ques- 
tions from  the  Bible,  and  let  the  same  be  answered  by  the  class 
the  week  after  their  announcement. 

19.  Give  descriptions  of  sacred  localities,  distances  from  Jeru- 
salem, size,  present  condition,  sacred  associations,  etc.  Let  schol- 
ars often  repeat  these  facts,  and  record  in  blank  books  for  their 
own  use.  In  this  way  they  will  soon  become  as  familiar  with  the 
Holy  Land  as  with  their  own  neighborhood. 

20.  Give  a  specified  time  (two  months  or  longer)  to  each  grade. 
Members  of  lower  grades  may  be  examined  at  any  time  for  the 
higher  already  reached  by  the  class,  but  only  at  appointed  times 
may  the  higher  advance.  For  example:  If  the  highest  grade  is 
"Explorer,"  any  lower  grade  may  be  examined  at  any  time  to 
attain  the  "Explorer's,"  but  not  go  beyond  that  until  the  appointed 
time  for  advance  arrives.  In  this  way  new  scholars  can  enter  the 
class  and  overtake  the  advanced,  w^hile  the  advanced,  by  frequent 
repetition  of  old  lessons,  become  more  thorough. 

21.  Let  the  teacher  or  president  himself  examine  all  candidates 
for  the  first  or  "Pilgrim"  grade ;  after  that  let  him  appoint  "exam- 
iners" for  the  historical  lessons,  he  himself  conducting  all  map  ex- 
ercises in  every  grade. 


APPENDIX    G.  333 


APPENDIX   G. 

THE  ASSEMBLY  SERVICE. 
Directions. 

1.  It  is  the  object  of  the  present  series  of  Assembly  Services 
to  enlist  our  older  Sunday-school  pupils,  and  the  adult  members  of 
our  Congregations  in  general,  in  doctrinal  studies  and  in  thought- 
ful public  worship. 

2.  A  monthly  Sabbath  evening  hour  may  be  appropriated  to  such 
Services. 

3.  The  Pastor,  the  President  of  the  Assembly  (usually  the  Sun- 
day-school Superintendent),  two  Readers,  a  Choir  and  Chorus, 
with  the  entire  Assembly  or  Congregation,  may  render  this  Service 
reverently  and  profitably. 

4.  The  Readers  should  be  carefully  selected.  They  should 
have  good  voices,  and  be  able  to  articulate  distinctly,  pronounce 
accurately,  and  to  conduct  their  part  of  the  Service  in  a  becoming 
spirit  and  manner.  Their  places  should  be  in  front  of  the  pulpit, 
before  lecterns  or  tables — one  on  each  side. 

5.  In  addition  to  the  regular  Church  Choir,  there  may  be  a 
large  Chorus  selected  from  the  Assembly  or  Congregation,  and 
under  the  direction  of  a  good  leader.  The  Assembly  Chorus  should 
be  divided  into  two  Sections,  and  seated  on  each  side  of  the  pulpit. 
The  parts  assigned  to  the  "Assembly"  are  to  be  rendered  by  all 
present :  Pastor,  President,  Readers,  Choruses,  Choir,  and  the 
entire  Congregation. 

6.  The  Service  should  begin  promptly.  The  silence  and  reverent 
manner  of  public  worship  should  characterize  the  Congregation. 
There  should  be  no  whispering  in  "Choir,"  "Chorus,"  or  "Assem- 
bly," even  before  the  opening  exercises.  The  Pastor  and  President 
should  strictly  enforce  this  regulation.  "The  Lord  is  in  His  holy 
temple ;  let  all  the  earth  keep  silence  before  Him," 

7.  The  thought  should  be  emphasized,  that  this  is  not  a  "Sunday- 
school  Concert,"  an  "Entertainment,"  or  anything  less  dignified 
and  holy  than  a  Regular  Public  Service,  and  that  all  must  enter 
into  it  with  solemn  intent  and  devout  hearts.  Certainly  without 
God's  presence  and  blessing  it  would  be  but  a  mournful  mockery. 


334         THE  MODERN  SUNDAY  SCHOOL. 

THE   ASSEMBLY    SERVICE. 

NO.  1. 


Subject— GOD. 


1.  VOLUNTARY  ON  ORGAN. 

2.  SCRIPTURE  LESSON. 

Read  by  the  Pastor.    Psalm  96. 

3.  HYMN. 

Luton.    L.  M.    l:\xwe— So)i(js  of  Devotion,  p.  185. 


1  Come,  O  my  soul,  in  sacred  lays 
Attempt  Thy  great  Creator's  praise  ; 
But  O  what  tongue  can  speak  his  fame  ? 
What  mortal  verse  can  reach  the  theme  ? 

2  Enthroned  amid  the  radiant  spheres, 
He  glory,  like  a  garment,  wears  ; 
To  form  a  robe  of  light  divine, 

Ten  thousand  suns  around  Him  shine. 

3  In  all  our  Maker's  grand  designs. 
Omnipotence,  with  wisdom,  shines  ; 

His  works,  through  all  this  wondrous  frame, 
Declare  the  glory  of  His  name. 

4  Raised  on  devotion's  lofty  wing, 
Do  thou,  my  soul,  His  glories  sing ; 
And  let  His  praise  employ  thy  tongue. 
Till  listening  worlds  shall  join  the  song. 


APPENDIX    G. 


335 


R.  L. 


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4.  PEAYER,  BY  THE  PASTOR. 
5.  SONG. 

O  WORSHIP  THE  LORD. 

Rev.  Robert  Lowrt. 

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336 


THE  MODERN  SUNDAY  SCHOOL. 


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6.  CALL  TO  THE  SERVICE. 

Pastor.  I  now  call  upon  this  Assembly  to  meditate  upon  the 
being  and  attributes  of  the  great  God  ;  to  praise  His  holy  name,  and 
in  prayer  to  call  upon  Him  for  the  grace  we  need,  and  which  has 
been  by  Him  promised  to  all  who  believe  His  Word  and  yield  them- 
selves to  His  service. 

Congregation   (sing). 

UxBRiDGE.     L.  M.     Tune — ^ongs  of  Devotion,  p.  178. 


:=r 


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O  Holy  Father,  Holy  Son, 
And  Holy  Spirit,  Three  in  One, 
Thy  grace  devoutly  we  implore. 
Thy  name  be  praised  for  evermore. 

Pastor.  An  eminent  and  devout  Christian  theologian*  thus 
speaks  of  God  : 

"He  is  the  eternal,  independent,  and  self-existent  Being :  the 
Being  whose  purposes  and  actions  spring  from  Himself,  without 
foreign  motives  or  influence ;  He  who  is  absolute  in  dominion  ;  the 
most  pure,  the  most  simple,  the  most  spiritual  of  all  essences :  in- 
finitely benevolent,  beneficent,  true,  and  holy ;  the  cause  of  all  being. 


*Dr.  Adam  Clarke    (17C0-1832),  quoted  in  "McClintock  and 
Strong's  Cycl." 


APPENDIX    G.  337 

the  upholder  of  all  things ;  infinitely  happy,  because  infinitely  per- 
fect ;  and  eternally  self-sufiicient,  needing  nothing  that  lie  has 
made ;  illimitable  in  His  immensity,  inconceivable  in  His  mode  of 
existence,  and  indescribable  in  His  essence ;  known  fully  only  to 
Himself,  because  an  infinite  mind  can  only  be  fully  comprehended 
by  itself.  In  a  word,  a  Being  who,  from  His  infinite  wisdom,  can- 
not err  or  be  deceived,  and,  from  His  infinite  goodness,  can  do  noth- 
ing but  what  is  eternally  just,  and  right,  and  kind." 

7.  THE  MAJESTY,  GLORY,  AND  POWER  OF  GOD. 

President.  The  blessed  and  only  Potentate,  the  King  of  kings, 
and  Lord  of  lords  ; 

First  Chorus  *  Who  only  hath  immortality,  dwelling  in  the  light 
which  no  man  can  approach  unto  ; 

Second  Chorus.  Whom  no  man  hath  seen,  nor  can  see ; 

President.  To  whom  be  honor  and  power  everlasting.  Amen. 
1  Tim.  6 :  15,  IG. 

Asscmhly.  Now  unto  the  King  eternal,  immortal,  invisible,  the 
only  wise  God,  be  honor  and  glory  for  ever  and  ever.  Amen.  1 
Tim.  1 :  17. 

President.  From  everlasting  to  everlasting.  Thou  art  God. 
Ps.  90 :  2. 

First  Chorus.  How  great  are  His  signs !  and  how  mighty  are 
His  wonders ! 

Second  Chorus.  His  kingdom  is  an  everlasting  kingdom,  and 
His  dominion  is  from  generation  to  generation.     Dan.  4:  3. 

Assonhli/.  Great  and  marvelous  are  Thy  works,  Lord  God  Al- 
mighty ;  just  and  true  are  Thy  ways,  thou  King  of  saints.  Rev. 
15:  3. 

President.  Who  coverest  Thyself  with  light  as  with  a  garment ; 

First  Chorus.  Who  stretchest  out  the  heavens  like  a  curtain; 

Second  Chorus.  Who  layeth  the  beams  of  His  chambers  in  the 
waters ; 

AssemhJi/.  Who  maketh  the  clouds  His  chariot; 

President.  Who  walkoth  upon  the  wings  of  the  wind  ; 

First  Chorus.  Who  maketh  His  angels  spirits  ;  His  ministers  a 
flaming  fire.     Ps.  104:  2-4. 

Second  Chorus.  Canst  thou  by  searching  find  out  God?  canst 
thou  find  out  the  Almighty  unto  perfection?     Job  11:7. 

Asscmhli/.  Touching  the  Almighty,  we  cannot  find  Him  out: 


*  The  parts  by  the  "Chorus"  are,  of  course,  to  be  read,  not  sung. 
22 


338         THE  MODERN  SUNDAY  SCHOOL. 

President.  He  is  excellent  in  power,  and  in  judgment,  and  in 
plenty  of  justice :  He  will  not  afflict.     J  oh  37 :  23. 

First  Chorus.  O  Lord  God  Almighty,  which  art,  and  w^ast,  and 
art  to  come.     Rev.  11  :  17. 

Second  Chorus.  Who  is  like  unto  Thee,  O  Lord,  among  the  gods? 

Assemhly.  Who  is  like  Thee,  glorious  in  holiness,  fearful  in 
praises,  doing  wonders?     Exod.  15:  11. 

President.  O  Lord  my  God,  Thou  art  very  great ; 

First  Chorus.  Thou  art  clothed  with  honor  and  majesty.  Ps. 
104:  1. 

Second  Chorus.  O  the  depth  of  the  riches  both  of  the  wisdom  and 
knowledge  of  God  ! 

Assemhly.  How  unsearchable  are  His  judgments,  and  His  ways 
past  finding  out !     Rom.  11 :  33. 

8.  HYMN. 
Rockingham.     L.  M.     Tune — Songs  of  Devotion,  p.  179. 

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Choir. 

1  O  God,  Thou  bottomless  abyss ! 

Thee  to  perfection  who  can  know? 
O  height  immense !  w^hat  words  suffice 
Thy  countless  attributes  to  show? 

Choir  and  Chorus. 

2  Greatness  unspeakable  is  Thine ; 

Greatness,  w^iose  undiminished  ray. 
When  short-lived  worlds  are  lost,  shall  shine, 
When  earth  and  heaven  are  fled  away. 

Assemhly. 

3  Unchangeable,  all-porfect  Lord, 

Essential  life's  unbounded  sea. 
What  lives  and  moves,  lives  by  Thy  word ; 
It  lives,  and  moves,  and  is  from  Thee. 

4  High  is  Thy  power  nbove  all  height ; 

Whate'er  Thy  will  decrees  is  done ; 
Thy  wisdom,  equal  to  Thy  might, 
Oniy  to  Thee,  O  God,  is  known. 


APPENDIX    G.  339 

9.  EEADINGS  FROM  THE  CREEDS  OF  CHRISTENDOM 
CONCERNING  GOD. 

Reader  1.  We  read  from  many  creeds  in  the  church  of  Jesus 
Christ  concerning  the  beings  and  attributes  of  God  : 

"There  is  one  true  and  living  God,  Creator  and  Lord  of  heaven 
and  earth,  almighty,  eternal,  immense,  incomprehensible,  infinite 
in  intelligence,  in  will,  and  in  all  perfection,  who,  as  being  one, 
sole,  absolutely  simple  and  immutable  spiritual  substance,  is  to  be 
declared  as  really  and  essentially  distinct  from  the  world,  of  su- 
preme beatitude  in  and  from  Himself,  and  ineffably  exalted  above 
all  things  which  exist,  or  are  conceivable,  except  Himself."* 

Reader  2.  "We  have  a  God  who  is  one  and  eternal ;  and  always 
like  and  the  same  with  Himself ;  and  besides  Him  no  God  exists/'f 

Reader  1.  "He  is  eternal,  absolutely  without  beginning  or  end ; 
He  is  good,  omnipotent,  creator,  foreseeing  the  future;  He  looks 
through  all  things,  is  present  to  all  things,  fills  all  things ;  is  in- 
finite and  uncircumscribed,  and  knoweth  all  things  both  hidden  and 
manifest."! 

Reader  2.  "There  is  one  divine  essence  which  is  called  and  is 
God,  eternal,  without  body,  indivisible,  of  infinite  power,  wisdom, 
goodness,  the  Creator  and  Preserver  of  all  things,  visible  and  in- 
visible ;  and  that  yet,  there  are  three  Persons  of  the  same  essence 
and  power,  who  also  are  coeterual,  the  Father,  the  Son,  and  the 
Holy    Ghost."  § 

Chorus   (sing). 

Holy,  Holy,  Holy  !     Tune— Booh  of  Praise,  p.  9. 

Holy,  holy,  holy !  Lord  God  Almighty ! 

Early  in  the  morning  our  song  shall  rise  to  Thee : 
Holy,  holy,  holy  !  merciful  and  mighty, 

God  in  three  Persons,  blessed  Trinity ! 

Reader  1.  "We  believe  and  confess  that  there  is  but  one  God, 
who  is  one  sole  and  simple  essence,  spiritual,  eternal,  invisible,  im- 
mutable, infinite,  ineomprehensil)le,  ineffable,  omnipotent ;  who  is 
all-wise,  all-good,  all-just,  and  all-merciful." || 

*  Dogmatic  Decrees  of  the  Vatican  Council  (1870). 

t  Cyril  of  Jerusalem. 

t  Orthodox  Confession  of  the  Eastern  Church. 

§  Augsburg  Confession  (1530). 

II  French  Confession  of  Faith  (1559). 


340         THE  MODERN  SUNDAY  SCHOOL. 

Reader  2.  "There  is  but  one  living  and  true  God,  everlasting, 
without  body  or  parts,  of  infinite  power,  wisdom,  and  goodness ;  the 
Maker  and  Preserver  of  all  things,  visible  and  invisible.  And  in 
unity  of  this  Godhead,  there  are  three  Persons,  of  one  substance, 
power,  and  eternity,  the  Father,  the  Son,  and  the  Holy  Ghost."* 

Reader  1.  "God  had  all  life,  glory,  goodness,  blessedness,  in  and 
of  Himself;  and  is  alone  in  and  unto  Himself  all-sufficient,  not 
standing  in  need  of  any  creatures  which  He  hath  made,  nor  deriv- 
ing any  glory  from  them,  but  only  manifesting  His  own  glory  in, 
by,  unto,  and  upon  them ;  He  is  the  alone  foundation  of  all  being, 
of  whom,  through  whom,  and  to  whom  are  all  things."t 

Reader  2.  "The  mode  of  His  existence  is  a  subject  far  above  the 
understanding  of  man.  Finite  beings  cannot  comprehend  Him. 
There  is  nothing  in  the  universe  that  can  justly  represent  Him, 
for  there  is  none  like  Him.  He  is  the  fountain  of  all  perfection 
and  happiness.  He  is  glorified  by  the  whole  inanimate  creation, 
and  is  worthy  to  be  served  and  loved  by  all  intelligences."! 

Chorus  and  Choir  (sing). 

Holy,  holy,  holy !  all  the  saints  adore  Thee, 

Casting  down  their  golden  crowns  around  the  glassy  sea ; 

Cherubim  and  seraphim  falling  down  before  Thee, 
Which  wert,  and  art,  and  evermore  shalt  be. 

Reader  1.  "He  made  the  luminaries  that  His  works  might  see 
one  another,  and  He  conceals  Himself  in  His  power  from  all  His 
works."  § 

Reader  2.  "Eternal  in  time,  unlimited  in  space,  unchangeable, 
pure  in  character.  His  serenity  and  His  vastness  arise  from  His 
own  perfections."  || 

Assembly  (sing). 

Holy,  holy,  holy !  though  the  darkness  hide  Thee, 

Though  the  eye  of  sinful  man  Thy  glory  may  not  see. 

Only  Thou  art  holy  :  there  is  none  beside  Thee 
Perfect  in  power,  in  love,  and  purity. 


♦Methodist  Episcopal  Articles  of  Religion,  1   (A.  d.  1874). 

t  Westminster  Confession   (1G47). 

$  Free-will  Baptist  Confession  (1834,  18G8). 

§Melito. 

|]  Robertson. 


APPENDIX    G. 


341 


President.  "In  glory  He  is  incomprehensible, 

Assembly.  "In  greatness  unfathomable, 

President.  "In  height  inconceivable, 

Assemhly.  "In  power  incomparable, 

President.  "In  wisdom  unrivaled, 

Assembly.  "In  goodness  inimitable, 

President.  "In  kindness  unalterable. 

Assembly.  "If  I  say  He  is  light,  I  name  but  His  own  work ; 

President.  "If  I  call  Him  Word,  I  name  but  His  sovereignty. 

Assembly.  "If  I  call  Him  Mind,  I  speak  but  of  His  wisdom  ; 

President.  "If  I  say  He  is  Spirit,  I  speak  but  of  His  breath  ; 

Assembly.  "If  I  call  Him  Wisdom,  I  speak  of  His  offspring; 

President.  "If  I  call  Him  Strength,  I  speak  of  His  way ; 

Assembly.  "If  I  call  Him  Power,  I  am  mentioning  His  activity ; 

President.  "If  Providence,  I  but  mention  His  goodness;  .  .  . 

Assembly,  "ff  I  call  Him  Judge,  I  speak  of  Him  as  being  just; 

President.  "If  I  call  Him  Father,  I  speak  of  all  things  as  being 
from  Him."* 

Assembly.  "The  eye  cannot  see  Him,  though  He  is  (spiritually) 
visible ; 

President.  ^He  is  incomprehensible,  though  in  grace  He  is 
manifested. 

Assembly.  "He  is  beyond  our  utmost  thought,  though  our  human 
faculties  conceive  of  Him."  f 

President.  "Good  without  quality,  great  without  quantity ; 

Assembly.  "A  creator,  though  He  lack  nothing;  .  .  . 

President.  "In  His  wholeness  everywhere,  yet  without  place, 

Assembly.  "Eternal  without  time,  making  things  that  are 
changeable,  without  change  of  Himself."  $ 


10.  SONG. 
GOD  OF  ETERNITY. 


Fanny  J.  Crosby. 


Rev.  Robert  Lowry. 

1.  God  of    E  -  ter  -  ni-ty,     An  -  thor  of  Time,    Giv  -  er  and  Source  of  Life, 

2.  Wondrous  in  Ma-jes-ty.    Wisdom, and  Migrht,  Lo !  'twas  Thy  voice  that  said, 

3.  Time  is   a  per-fect  law,  Thy  word  is  pure;    Righteous  are  all  Thy  ways: 


From  "  Royal  Diadem,"  by  permission  of  Biolow  &  Main. 

t  Tertulliau. 


*  Theophilus. 


%  Augustine. 


I 


342 


THE    MODERN    SUNDAY    SCHOOL. 


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U.  WORDS  OF  GOD  CONCEBNING  HIMSELF. 

Pastor.  And  God  said  unto  Moses,  I  am  that  I  am.  Exod. 
3:  14. 

President.  I,  even  I,  am  the  Lord ;  and  beside  Me  there  is  no 
Saviour.     Isa.  43  :  11. 

Reader  1.  Thus  saith  the  Lord  the  King  of  Israel,  and  His  Re- 
deemer the  Lord  of  hosts ;  I  am  the  first,  and  I  am  the  last ;  and  be- 
side Me  there  is  no  God.     Isa.  44 :  6. 

Reader  2,  I  am  the  Lord,  I  change  not.     Mai.  3  :  6. 

Choir.  Mine  hand  also  hath  laid  the  foundation  of  the  earth,  and 
My  right  hand  hath  spanned  the  heavens.     Isa.  48:  13. 

First  Chorus.  The  Lord  appeared  to  Abram,  and  said  unto  him, 
I  am  the  Almighty  God.     Gen.  17 :  1. 

Second  Chorus.  I  appeared  unto  Abraham,  unto  Isaac,  and  unto 
Jacob,  by  the  name  of  God  Almighty ;  but  by  My  name  Jehovah 
was  I  not  known  to  them.     Exod.  6 :  3. 


APPENDIX    G.  343 

AssciJihlij.  Am  I  a  God  at  hand,  saith  the  Lord,  and  not  a  God 
afar  off? 

Pastor.  Can  any  hide  himself  in  secret  places  that  I  shall  not 
see  him?  saith  the  Lord. 

Assembly.  Do  not  I  fill  heaven  and  earth?  saith  the  Lord.  Jer. 
23 :  23,  24. 

Tastor.  Thus  saith  the  Lord ;  .  .  .  I  know  the  things  that  come 
into  your  mind,  every  one  of  them.     Eisek.  11 :  5. 

Assembly.  And  the  Lord  passed  by  before  him  (Moses),  and 
proclaimed.  The  Lord,  The  Lord  God,  merciful  and  gracious,  long- 
suffering,  and  abundant  in  goodness  and  truth. 

Pastor.  Keeping  mercy  for  thousands,  forgiving  iniquity  and 
transgression  and  sin,  and  that  will  by  no  means  clear  the  guilty  ; 
visiting  the  sins  of  the  fathers  upon  the  children,  and  upon  the  chil- 
dren's children,  unto  the  third  and  to  the  fourth  generation.  Exod. 
34 :  6,  7. 

Assemhly.  I  am  merciful,  saith  the  Lord,  and  I  will  not  keep 
anger  forever.     Jcr.  3  :  12. 

Pastor.  I  the  Lord  your  God  am  holy.     Lev.  19:2. 

Assemhly.  I  am  the  Lord,  your  Holy  One,  the  Creator  of  Israel, 
your  King.     Isa.  43  :  15. 

12.  HYMN. 

Downs.     C.  M,     Tune — Songs  of  Devotion,  p.  37. 

4 


:ix 


=?s 


1  My  God,  how  wonderful  Thou  art, 

Thy  majesty  how  bright ! 
How  beautiful  Thy  mercy-seat 
In  depths  of  burning  light ! 

2  How  dread  are  Thine  eternal  years, 

O  everlasting  Lord ; 
By  prostrate  spirits  day  and  night 
Incessantly  adored ! 

3  How  beautiful,  how  beautiful, 

The  sight  of  Thee  must  be  ; 
Thine  endless  wisdom,  boundless  power, 
And  awful  purity ! 


344         THE  MODERN  SUNDAY  SCHOOL. 

4  O  how  I  fear  Thee,  living  God, 

With  deepest,  tenderest  fears, 
And  worship  Thee  with  trembling  hope, 
And  penitential  tears. 

5  Father  of  Jesus,  love's  reward ! 

What  rapture  will  it  be. 
Prostrate  before  Thy  throne  to  lie, 
And  gaze,  and  gaze  on  Thee  ! 

13.  THOMAS  A  KEMPIS  PRAYER. 

Pastor.  Above  all  things  and  in  all  things,  O  my  soul,  thou  shalt 
rest  in  the  Lord  alway,  for  He  Himself  is  the  everlasting  rest  of 
the  saints. 

First  Chorus.  Grant  us,  O  God,  to  rest  in  Thee  above  all  crea- 
tures, 

Second  Chorus.  Above  all  health  and  beauty^ 

First  Chorus.  Above  all  glory  and  honor. 

Second  Chorus.  Above  all  power  and  dignity, 

First  Chorus.  Above  all  knowledge  and  subtilty, 

Second  Chorus.  Above  all  riches  and  arts, 

First  Chorus.  Above  all  joy  and  gladness, 

Second  Chorus.  Above  all  fame  and  praise. 

First  Chorus.  Above  all  sweetness  and  comfort. 

Second  Chorus.  Above  all  hope  and  promise. 

First  Chorus.  Above  all  desert  and  desire, 

Second  Chorus.  Above  all  gifts  and  benefits  that  Thou  canst  give 
and  impart  unto  us, 

First  Chorus.  Above  all  mirth  and  joy  that  the  mind  of  man  can 
receive  and  feel. 

Second  Chorus.  Finally,  above  angels  and  archangels,  and  above 
all  the  heavenly  host. 

First  Chorus.  Above  all  things  visible  and  invisible. 

Second  Chorus.  And  above  all  that  Thou  art  not,  O  our  God. 

Pastor.  Because  Thou,  O  Lord  our  God,  art  supremely  good 
above  all ; 

First  Chorus.  Thou  alone  art  most  high. 

Second  Chorus.  Thou  alone  most  powerful. 

First  Chorus.  Thou  alone  most  full  and  sufficient, 

Second  Chorus.  Thou  alone  most  sweet  and  most  full  of  consola- 
tion. 

First  Chorus.  Thou  alone  art  most  lovely  and  loving. 


APPENDIX    G. 


345 


Second  Chorus.  Thou  alone  most  noble  and  glorious  above  all 
things, 

Pastor  and  Double  Chorus.  In  whom  all  good  things  together 
both  perfectly  are  and  ever  have  been  and  shall  be. 

Asscmbli/  (sing). 

GLORIA  PATRI. 


m 


--W:—^- 


-^-      ^-   , 


i^: 


m.- 


^= 


-<s- 


--^ 


-IS' — *&- 


1.  Glory  be  to  the  Father,  and  |  to  the  |  Son,  ||  and  |  to  the  | 
Holy  I  Ghost ; 

2.  As  it  was  in  the  beginning,  is  now,  and  [  ev-er  |  shall  be,  || 
world  I  without  |  end.  A-  |  men. 

14.  A  SERMON  OUTLINE  BY  THE  PASTOR. 
15.  TE  DEUM  LAUDAMUS. 

Choir.  We  praise  Thee,  O  God  ;  we  acknowledge  Thee  to  be  the 
Lord. 

Assembly.  All  the  earth  doth  w^orship  Thee,  the  Father  ever- 
lasting. 

Choir.  To  Thee  all  angels  cry  aloud ;  the  heavens,  and  all  the 
powers  therein. 

Assembly.  To  Thee  cherubim,  and  seraphim,  continually  do  cry. 
Holy,  Holy,  Holy,  Lord  God  of  Sabaoth  ! 

Choir.  Heaven  and  earth  are  full  of  the  majesty  of  Thy  glory. 

Assembly.  The  glorious  company  of  the  apostles  praise  Thee ; 

Choir.  The  goodly  fellowship  of  the  prophets  praise  Thee  ; 

Assembly.  The  noble  army  of  martyrs  praise  Thee ; 

Choir.  The  holy  church  throughout  all  the  world  doth  acknowl- 
edge Thee, 

Assembly.  The  Father  of  an  infinite  INIa jesty ; 

Choir.  Thine  adorable,  true,  and  only  Son  : 

Assembly.  Also  the  Holy  Ghost,  the  Comforter. 

Choir.  Thou  art  the  King  of  glory,  O  Christ ! 

Assemhly.  Thou  art  the  everlasting  Son  of  the  Father. 

Choir.  When  Thou  tookest  upon  Thee  to  deliver  man.  Thou  didst 
humble  Thyself  to  be  born  of  a  virgin. 


346         THE  MODERN  SUNDAY  SCHOOL. 

Assemhhj.  When  Thou  hadst  overcome  the  shat-pness  of  death, 
Thou  didst  open  the  kingdom  of  heaven  to  all  believers. 

Choir.  Thou  sittest  at  the  right  hand  of  God,  in  the  glory  of  the 
Father. 

Assemhhj.  We  believe  that  Thou  shalt  come,  to  be  our  Judge. 

Choir.  We  therefore  pray  Thee,  help  Thy  servants,  whom  Thou 
hast  redeemed  with  Thy  precious  blood. 

Assemhly.  Make  them  to  be  numbered  with  Thy  saints,  in  glory 
everlasting. 

Choir.  O  Lord  !  save  Thy  people,  and  bless  Thy  heritage. 

Assemhly.  Govern  them,  and  lift  them  up  for  ever. 

Choir.  Day  by  day  we  magnify  Thee  ; 

Assemhly.  And  we  worship  Thy  name  ever,  world  without  end. 

Choir.  Vouchsafe,  O  Lord,  to  keep  us  this  day  without  sin. 

Assemhly.  O  Lord,  have  mercy  upon  us. 

Choir.  O  Lord,  let  Thy  mercy  be  upon  us,  as  our  trust  is  in  Thee. 

Assemhly.  O  Lord,  in  Thee  have  I  trusted ;  let  me  never  be  con- 
founded. 

16.  DOXOLOGY. 

Tune — Book  of  Praise,  p.  9. 

Holy,  holy,  holy  !  Lord  God  Almighty  ! 

All  thy  works  shall  praise  Thy  name,  in  earth,  and  sky,  and  sea : 
Holy,  holy,  holy  !   merciful  and  mighty  ! 

God  in  three  Persons,  blessed  Trinity ! 

17.  BENEDICTION. 


APPENDIX    H.  347 


APPENDIX  H. 

The  following  pages  are  from  the  original  announcement  with  the 
first  lesson-leaf  of  the  system  of  Sunday-school  lessons  entitled 
"Two  Years  with  Jesus,"  which  were  published  in  the  Chicago 
Teacher  in  18GC : 

A  New  System  of  Sunday  School  Study. 

First  Year  :  Life,  Journeys,  and  Miracles  of  Jesus. 

Second  Year:  The  Parables,  Conversations,  and  Discourses 
OF  Jesus. 

I.— THE  SYSTEM 

1.  Comprises  only  twenty-four  lessons  for  the  year,  spending  two 
Sabbaths  upon  each  lesson. 

2.  The  fifth  Sabbath  of  the  Five-Sabbath-Months  reserved  for  re- 
view, concert  of  prayer,  missionary  exercises,  etc. 

3.  The  Teacher  will  contain  analyses,  notes,  quotations,  maps, 
anecdotes,  and  other  illustrations  for  all  lessons,  for  the  use  of 
teachers,  prepared  and  compiled  under  the  supervision  of  the  entire 
editorial  committee,  representing  the  different  denominations.  Two 
lessons  will  appear  monthly. 

4.  Each  lesson  will  be  divided  into  two  question-lessons  for  the 
use  of  the  scholars,  each  number  of  The  Teacher  containing  four 
question-lessons. 

5.  These  question-lessons  will  be  published  on  question-papers, 
and  furnished  gratuitously  to  those  schools  taking  at  least  ten 
copies  of  The  Teacher.  Scholars  will  receive  five  extra  question- 
papers  (containing  the  four  lessons  for  the  month)  for  every  sub- 
scriber. Thus  twenty  subscribers  in  a  school  receive  one  hundred 
question-papers. 

6.  The  "Elliptical  arrangement"  of  the  lesson  on  the  question- 
paper  is  especially  commended  to  the  notice  of  teachers. 


348  THE    MODERN    SUNDAY    SCIIOOE. 

7.  A  "Golden  Text,"  or  a  selection  of  Scripture  for  memorizing 
each  Sabbath,  is  given. 

8.  A  "Home  Lesson"  is  also  suggested,  thus  encouraging  the 
reading  of  the  Bible  at  home  by  the  children. 

9.  A  simple  and  beautiful  plan  of  analysis  of  all  Scripture  les- 
sons is  also  furnished. 

II.— PLAN  OF  ANALYSIS: 

Or  Universal  Question  Guide,  Adapted  to  all  Bible  Lessons. 

P.  P.  P.  P.  D.  D.  D.  D. 

Here  are  four  P's  and  four  D's,  by  the  aid  of  which  teachers  and 
scholars  may  prepare  every  lesson  : 

1.  P.  P.  Parallel  Passages.  Is  the  incident,  parable,  conver- 
sation, or  discourse  of  the  lesson,  or  anything  like  it  elsewhere  given 
in  Scripture? 

2.  P.  Persons  (Biographical.)  Who  wrote  this  lesson,  and  to 
whom?  What  persons  are  mentioned,  and  what  do  you  know  about 
them? 

3.  P.  Places  (Topographical.)  Where  did  these  persons  live? 
Places  mentioned  in  the  lessons?  Where  situated?  Size,  dis- 
tance, and  direction  from  Jerusalem? 

4.  D.  Dates  (Chronological.)  In  what  year  of  the  world  and 
of  Christ  did  these  things  occur?  Age  of  persons  mentioned? 
Allusion  to  days,  hours,    seasons,  &c. 

5.  D.  Doings  (Historical.)  What  did  each  person  of  the 
lesson  do?     Who  had  the  most  to  do?     Why? 

6.  D.  Doctrines  (Theological.)  What  truths  about  God,  man, 
character,  conduct,  the  future,  and  the  present  are  here  taught? 

7.  D.  Duties  (Practical.)  What  duties  to  God,  man,  self,  to 
church,  nation,  neighbor,  enemy,  friend,  world,  old,  j'oung,  good,  and 
bad,  are  here  taught? 


APPENDIX    H. 


349 


III.— LIST  OF  LESSONS  FOR  THE  FIRST  YEAR. 
The  Life,  Journeys,  and  Miracles  of  Jesus. 


Sabbaths. 

Jan. 

7.... 

ik 

14.... 

kk 

21.... 

kfc 

28.... 

Feb 

4.... 

bb 

11.... 

it 

18.... 

ib 

25.... 

Mar 

4.... 

bk 

11... 

bt 

18.... 

hk 

25.... 

Apr 

l... 

«i 

8.... 

bi 

15.... 

bb 

22.... 

bi 

29.... 

May 

'   6.... 

13... 

bb 

20.... 

b» 

27. . . . 

June  3. . . . 

bft 

10.... 

b» 

17... 

bb 

24  ... 

Jul7 

1.... 

8  ... 

ih 

15.... 

tt 

22.... 

»k 

29.... 

Aug 

.  5.... 

12.... 

ti 

19. . . . 

>t 

26.... 

Sept 

.2.... 

(» 

9.... 

ti 

16.... 

*( 

23. . . . 

ii 

80.... 

Oct. 

7.... 

bb 

14... 

bb 

21... 

bb 

28.... 

Nov 

.  4.... 

bb 

11.... 

bb 

18.... 

bb 

Dec. 

t::: 

bb 

9... 

bi 

16.... 

bb 

23.... 

4b 

80.... 

The  Babe  of  Bethlehem  announced  by  angels.— Luke  lb 
8-14 ....   

and  found  by  the  shepherds.— Luke  ii,  14-20 
ITie  Boy  m  the  Temple :  missed  and  found 

Luke  li,  40-52 

The  Man  at  the  Jordan:  baptized  by  John.— Matt.iii,13-15 

and  approved  by  the  Father.-  Matt,  iii,  16-17  . , 
77ie  Tempted  One:  The  three  trials.— Matt,  iv,  1-9, 

and  the  three  triumphs.— Matt,  iv,  l-li 

The  Tra?2sflgnred  C/t7-ut :  ^sith  the  Saints.— Luke  ix,  28^1 

and  with  the  Disciples.    Luke  11,  32-36 

The  Griff  of  Gethsemane:  the  struggle.  -  Luke  xxii,  39-44 

and  tne  victory.  -  Luke  xxii,  45-53 

The  Trial  of  (he  Innocent:  before  Annas  and  Caiaphas. 
John  xviii,  12-27 

and  before  Pilate.— John  xviii,  28-40 :  xix,  l-ifi 

The  Crucified  One:  approaching.— Luke  xxlii, 26-32 

and  on  the  Cross.— Luke  xxiii,  33-56 

Concert 

The  CructHed  alrve  ac/ain,  in  Judea.-  Luke  xxiv 

and  in  Galilee.— John  xxi 

The  Ascending  Lord :  on  Olivet.— Luke  xxiv,  50-53 

and  in  the  clouds.- Acts  i,  9-14 

The  Journeys  of  Jesus :  in  North  Palestine.— Matt.  Iv, 
12-25 

and  in  the  South 

The  Ci/ies  of  Christ's  labor  and  residence. 

Trie  Afountains  of  Jesus 

Jesus  wrought  Miracles  in  great  numbers.- Matt.lv,23-25 

and  as  proof  of  Divine  authority.— John  iii,  1-2 

The  First  Miracle:  the  circumstances.— John  ii,  1-11... 

and  lesson.— John  ii,  1-11 

Concert 

Sight  to  the  Blind,  at  Jerusalem.— John  ix,  1-7  .. 

and  at  Bethsaida.— Mark  viii,  22-26 

Health  to  the  Leprous,  in  Galilee.  -Matt,  viii,  1-4 

and  in  Samaria- Luke  xvii,  11-19 

Food  to  the  Famishing :  the  five  thousand.— Matt,  xiv, 
15-21 

and  the  four  thousand.— Matt,  xv,  32-39. . 
Hearing  to  the  Deaf.— Mark  vii,  31-87 

and  speech  to  tne  dumb.  -Mark  vii,  31-87 

Concert 

Calmed  the  Storm.— Matt,  viii,  23-27 

and  in  Matt,  xiv,  22-.33 

Cast  out  Devils,  in  Galilee.— Matt,  viii,  28-34. 

and  in  Syrophenicia.-Mark  xv,  21-28   . . . 
The  Dead  Girl:  visited.- Matt,  ix,  18-19. 


and  raised  from  her  bed.— Matt,  ix,  23-26  . 
The  Dead  Youth :  met.— Luke  vii,  11-13 

and  raised  from  his  bier.— Luke  vii,  14-17. . 
TVie  Dead  Man :  mourned  for.- John  xi,  17-32. . 

and  raised  from  his  tomb.— John  xi,  33-48  . . 
The  Sinner  Saved :  before.— Matt,  ix,  1-8 

and  after  Christ's  death.— Acts  xxvi,  13-20 . 
Concert 


*^ 
S3 
C 

'go 

!^ 

ll 

.s>. 

o 

A 

<B 
U 


00 
Ck 

o 

u 

o. 

A 

e 
< 


Golden  Text. 


Matt,  i,  21. 
John  i,  1-14. 
Luke  ii,  49. 
Col.  iii.  20. 
Matt.  iii.  13  15. 
Matt,  iii,  16-17. 
Heb.  iv,  15. 
!Heb.  IV,  16. 
Matt.  xvii.  4. 
Matt,  xvii,  .5, 
JIatt.  xxvi,  38. 
Matt,  xxvi,  39. 

Mark  xiv,  61-62. 
John  xviii,  37. 
Rom  V.  7-8. 
Luke  xxiii,  34. 
Phil,  iv,  2. 
Luke  xxiv,  32. 
John  xxi,  15. 
Matt.xxvii. 19-20. 
Mark  xvi,  19. 

Mark  1,  38. 
Acts  X,  38. 
Matt,  xi,  23. 
Psa.  cxxv,  1-2. 
Luke  vii,  22. 
John  V,  36. 
Exod.  xv-23. 
John  ii,  11. 
Psa.  1, 1-3. 
John  IX,  25. 
Eph.  V,  14. 

1  John  i,  7. 

2  Cor.  VI,  17-18. 

John  vi,  27. 
John  vi,  35. 
Isa.  XXXV,  5. 
Isa,  XXXV,  6. 
Isa.  XXXV,  1-2. 
Psa.  cvii,  29-30. 
Matt,  xiv,  27. 
James  iv.  7. 
Matt.  XV,  26-27. 
Matt,  ix,  24. 
1  Cor.  XV,  19-20. 
1  Cor.  XV,  53. 
1  Cor.  XV,  54-55. 
John  xi,  23-24. 
John  xl,  25  26. 
Matt,  xi,  28-30. 
1  Tim.  i,  15. 
1  John  u,  15-17. 


350  THE    MODEKN    SUNDAY    SCHOOL. 

QUESTIONS  ON  LESSON  I.— No.  1. 
The  Babe  of  Bethlehem  Announced  by  Angels, 

i, scripture. 

Lesson  :  Luke  ii :  8-14.     Home  Reading  :  i  Sam.  xvi ;  Mat.  i-ii. 

II. — GOLDEN  TEXT. 

And  she  shall  bring  forth  a  son,  and  thou  shalt  call  his  name 
JESUS  ;  for  he  shall  save  his  people  from  their  sins. — Mat.  i :  21. 

III. ELLIPTICAL  EXERCISE. 

During  this  exercise,  which  should  be  the  first  after  the  recitation 
of  the  text,  let  the  scholars  close  their  testaments.  The  teacher 
will  read  the  following,  the  scholars  supplying  the  omitted  words : 


8.  And  there  were  in  the  same 
shepherds  abiding  in keep- 
ing  over  their by . 

9.  Andlo,the of came  upon 

and  the  glory shone  round 

about ;  and  they  were . 

10.  And  the  angel  said  unto , 

Fear for,  behold,  I you  good 

which  shall  be . 


11.  For  unto  you  is  born  this 

in a  Saviour,  which  is . 

12.  And  this  shall  be  a  sign  unto 

you,  Ye  shall the  babe  wrapped 

,  lying . 

13.  And  suddenly  there  was  with 

a  multitude  of praising 

and  saying 

14.  Glory  to ,  and  on  earth . 


IV. — TOPICS. 

1.  The  night-watch— V.  8.  3.  The  angel's  message— v.  10-12. 

2.  The  angel's  visit— v.  9.  4.  The  choir  of  angels— v.  13-14. 

The  class  having  recited  the  golden  text,  and  supplied  promptly  and  per- 
fectly the  omitted  words  of  the  elliptical  exercise,  will  now  recite  this  outline 
until  perfectly  familiar  with  it.  After  this,  let  them  be  drilled  upon  the  fol- 
lowing questions,  the  teacher  seekmg  to  hold  their  attention  every  moment. 
Encourage  them  to  ask  questions  of  their  own,  and  make  a  close,  practical, 
personal  application  of  the  subject  to  them. 

V. — QUESTIONS. 

The  numbers  correspond  to  those  of  the  analytical  questions 
above.  Questions  in  Capital  Letters  are  for  the  smallest  chil- 
dren. The  middle  classes  will  use  all  except  "Questions  for 
Teachers  and  Senior  Scholars." 

Repeat  the  Four  Points  of  the  Lesson. — 1.  Will  one  of  the 
scholars  describe  the  night  watch?  What  persons  are  mentioned? 
What  is  a  Shepherd?  What  great  patriarch,  lawgiver,  and  king 
were  shepherds?  What  were  these  Shepherds  doing?  Why? 
Was  it  hard  work?  See  Genesis  xxxi :  3G-40.  Where  were  these 
shepherds?  Near  what  Town  were  the  Shepherds?  Point  it 
out  on  the  map.  Give  some  of  its  Bible  names.  Where  is  the 
"field"  mentioned  in  verse  S?  (About  half  a  mile  east  of  the 
town.)  What  Shepherd  Boy  of  Bethlehem  became  a  King? 
What  other  place  was  called  "the  city  of  David"? 

2.  Name  the  Second  Topic.      What   is  an   angel?      (In   the 


APPENDIX    H. 


351 


Greek,  *'a  messenger" ;  one  who  is  sent. )  Do  you  Know  any 
Story  about  Angels?  What  shepherd  traveler  once  saw  angels 
in  his  dreams?  Do  you  remember  the  name  of  any  angel?  Why  is 
this  one  called  "Angel  of  the  Lord"?  Was  it  Perfectly  Dark 
WHILE  the  Angel  was  with  the  Shepherds?  What  is  your 
reason  for  thinking  it  was — or  that  it  was  not?  How^  did  the 
Shepherds  feel?  Why  did  they  feel  so?  How  should  you  have 
felt  under  the  circumstances?  What  did  the  "glory  of  the  Lord" 
look  Uke'i—Exod.  xl  :  34-38. 

3.  Name  the  Third  Topic.  What  were  the  First  Two 
Words  Spoken  by  the  Angel?  What  four  things  did  the  angel 
say?  Why  was  all  this  "good  tidings"?  About  Whom  did  the 
Angel  tell?  When  Born?  Where  Born?  Where  Laid? 
How  Dressed?  What  were  "swaddling  clothes"?  What  names 
does  the  angel  give  to  Christ? 

4.  Name  the  Fourth  Topic.  What  glorious  scene  occurred? 
How  many  angels  were  there?  Are  there  many  angels?  GiviE,  the 
Angels'  Song?  Why  should  the  angels  make  so  much  ado  about  a 
poor  babe?  If  the  Angels  Loved  and  Praised  Jesus,  What 
ought  Man  to  Do?  What  do  you  think  of  Those  who  Take 
His  Name  in  Vain?     What  three  things  is  He  called  in  verse  11? 


QUESTIONS  ON  LESSON  I.— No.  2. 
The  Babe  of  Bethlehem  Found  by  the  Shepherds. 

I. — scripture. 
Lesson  :  Lul-e  ii :  15-20.     Home  Reading  :  LuJce  i-ii. 

11. — golden  text. 
"In  the  beginning  was  the  Word,  and  the  Word  was  with  God, 
and  the  Word  was  God.     *     *     And  the  Word  was  made  flesh  and 
dwelt  among  us." — Johti  i :  13-14. 

III. — elliptical  exercise. 


1.5.  And  it  came  to  pass,  as  the 

ancrels  were from  them  into , 

the  shepherds  said Let  us  now 

go  even and  see  this which  is 

come which  the   Lord  hath 

unto  us. 

10.  And  they  came  with and 

found ,  and lyine: . 

17.  And  when  they  had  seen  it, 
they  made  known  abroad  the  say- 


ing which  was  told  them  concern- 
ing  . 

18.  And  all  that  had  heard  it  won- 
dered at which  were  told  them 

by . 

19.  But  Mary  kept  all  these  things, 
and in  her . 

20.  And  the  shepherds glorify- 
ing and for  all  the  things  that 

they  had as  it  was  told  unto  them. 


IV. — TOPICS. 


1.  A  good  resolution — v.  15. 

2.  A  blessed  visit — v.  16. 


3.  A  good  report — v.  17. 

4.  The  results— V.  18-20. 


352  THE    MODERN"    SUNDAY    SCHOOL. 

v. questions. 

1.  Give  the  Four  Topics.  Did  the  Angels  Remain  with  the 
Shepiiehds  all  Night?  Where  Did  the  Angels  Go?  \Yliat  did 
the  shepherds  resolve?  Why  did  they  not  send  a  spy  or  agent? 
Did  they  doubt  the  angel's  report?  What  would  have  been  the  re- 
sult if  the  shepherds  had  disbelieved,  or  laughed  at  each  other  for 
being  afraid,  or  put  off  going  to  Bethlehem?  Does  God  Ever  Tell 
us  About  Jesus  as  Saviour?  (Yes,  by  his  Holy  Spirit  in  our 
hearts.)      Do  we  always  do  as  the  shepherds  did? 

2.  How  far  did  they  have  to  go?  (Half  a  mile,  perhaps.)  De- 
scribe THE  visit  in  your  OWN  LANGUAGE.  (The  word  "manger" 
does  not  mean  "crib"  but  "stable".)  What  other  men  visited  the 
babe  Jesus  after  this? — Mat.  ii:  1. 

3.  Did  the  Shepherds  Keep  their  Visit  a  Secret?  Would 
you  have  told  about  it?     Why? 

4.  What  is  the  Last  Topic?  How  w^ere  the  People  Af- 
fected WHO  Heard  of  it?  What  is  it  to  "wonder"?  What  did 
Mary  do?— v.  19.  What  is  it  to  "ponder"?  Did  the  Shepherds 
Stay  in  Bethlehem?  W^ere  they  Sad  on  their  Way  Back? 
What  reason  had  they  to  be  so  glad?  Have  we  greater  reason  to 
rejoice,  because  of  Christ's  birth?     Why? 

LESSON  II.— PART  I. 
The  Boy  in  the  Temple. 

I. — scripture. 
Lesson  :  Luke  ii :  40-52.     Home  Reading  :  1  Samuel  i-iii. 

II. — golden  text. 
And  He  said  unto  them,  How  is  it  that  ye  sought  me?     Wist 
ye  not  that  I  must  be  about  my  Father's  business? — Luke  ii :  45. 

III. — elliptical  exercise. 

tin^  in  the of  the both  hear- 


40.  And  the  child  grew,  and  waxed 
-filled    with and    the was 


upon  him. 

41.  Now  his  parents  went  to 

every at  the of  the . 

42.  And  when  he  was they  went 

up after  the of  the . 

43.  And  when   they  had  fulfilled 

as  they  returned,  the  child  Jesus 

behind  in ,  and  Joseph  and 

knew . 

44.  But  tliey,   supposing  him  to 

have  been went  a  day's and 

they  sought  him  among and . 

45.  And  when  they  found  him  not, 
they again  to seeking  him. 

46.  And  it  came  to  pass,  that  after 
they  found  him  in  the sit- 


ing them,  and questions. 

47.  And  all  that  heard  him  were 
at  his  understanding  and . 

48.  And  when  they  saw  him  they 

were and  his  mother  said  unto 

him, why  hast  thou  thus with 

us?  behold,  thy and  I  have 

thee  sorrowing. 

49.  And  he  said  unto  them, . 

50.  And  they  understood  not  the 
saying  which  he  spake  unto  them. 

51.  And  he  went  down  with  them, 

and  came and  was unto  them; 

but  his  mother  kept  all  these in 

her . 

52.  And  Jesus  increased  in and 

stature,  and  in with  God  and . 


APPENDIX    H.  353 


IV. — TOPICS. 

1.  The  child   Jesus   at  Nazareth—    3.  Lost — v.  43-45. 

V.  40.  4.  Found— V.  46-50. 

2.  On  his  paschal  journey.— v.  41-43.    5.  At  home  again- v.  51-52. 

v. questions. 

1.  Give  First  Topic.  Name  of  the  Child?  Where  Did  He 
Live?     His  parents'  name?     Joseph's  trade? — Mat.  xiii :  55. 

2.  Second  Topic.  What  do  you  mean  by  "paschal"?  With 
Whom  Did  He  go?  How  old  was  Jesus  Then?  How  often  was 
the  passover  held?  In  what  Hebrew  month?  (In  the  month 
Nisan  or  Abib,  corresponding  to  our  April.)  On  what  day  of  the 
month?  (The  fourteenth.)  What  Christian  festival  have  we 
about  the  same  time  of  the  year? 

3.  Third  Topic.  How  far  were  they  from  Jerusalem  when  they 
missed  Christ?  What  does  the  expression  "fulfilled  the  days" 
mean? — v.  43.  Where  Did  Many  Suppose  Jesus  was  all  the 
Time? 

4.  Fourth  Topic.  How  Long  Did  they  Search  ?  How  Soon, 
and  where  Did  they  Find  Jesus?  Can  you  give  the  conversation 
between  Jesus  and  his  mother?  What  are  the  first  recorded  words 
of  Jesus? — V.  49. 

5.  Now  Give  Softly,  and  in  Concert,  the  Five  Topics.  Did 
Christ  go  with  His  Parents?  Where  to?  What  is  meant 
by  his  being  "subject  unto  them"?  What  Time  Did  he  Leave? — 
Mark  vi :  3.  In  what  did  he  increase?  What  is  it  to  be  about 
God's  business  in  the  world?  How  may  a  child  do  this?  Are  You 
AT  all  Like  the  Sweet  Child  Jesus?  In  What  are  You  Un- 
like Him? 

LESSON  II.— PART  11. 

The  Boy  in  the  Temple. 

I. — scripture. 
Lesson:  Luke  ii:  40-52.     Home  Reading:  Timothy  i-in. 

II. GOLDEN  TEXT. 

Children  obey  your  parents  in  all  things,  for  this  is  well  pleasing 
unto  the  Lord. — Colossians  iii :  20. 

III.— ELLIPTICAL   EXERCISE.      IV.— TOPICS.      Same   as   in    Previous 

Lesson. 

"  v. — qxtestions. 
1.  What  Four  Things  Does  Luke  Say  About  Jesus  in  Verse 
Forty?    Where  Did  Jesus  Live  Then?    What  is  the  present  name 
of  the  place?    (Na-si-rah.)     Its  population?    (About  4,000.)    How 
23 


354  THE    MODERN    SUNDAY    SCHOOL. 

far  is  Nazareth  from  the  following  points :  Sea  of  Galilee,  Mediter- 
ranean Sea,  Jerusalem? 

2.  To  What  City  Did  Jesus  go  at  12  Years  of  Age?  How 
FAR  FROM  Nazareth?  What  other  names  of  Jerusalem  can  you 
give?  How  DID  Jesus  Probably  Travel?  If  he  went  22  miles  a 
day  how  long  would  it  require  to  reach  Jerusalem?  How  many 
hours  in  "a  day's  journey"  in  Palestine?  (Six  or  eight.)  How 
many  miles  an  hour?  (About  three.)  What  Sacred  Cities 
WOULD  Christ  Pass  in  Going  by  most  Direct  Road  from  Naz- 
areth TO  Jerusalem?  How  often  were  the  Jews  required  to  go  to 
Jerusalem? — Exodus  xxiii :  17.  Why  did  Mary  go?  (Probably 
because  of  her  devotion  to  Jesus :  or  her  religious  zeal :  or  in  order 
to  visit  relations  in  Bethlehem,  Palestine.)  How  long  did  they 
stay  in  Jerusalem? 

3.  Who  were  Kinsfolk  and  Acquaintance?  Was  Mary  to 
blame  for  losing  sight  of  Christ?     What  did  she  and  Joseph  do? 

4.  Where  was  Jesus  Found?  Who  built  the  temple?  When 
destroyed?  Who  rebuilt  it?  Who  repaired  and  beautified  it? 
With  Whom  Did  they  Find  Jesus?  Were  they  physicians? 
"What  was  Jesus  Doing?  Was  he  really  "disputing"  with  any 
one?  Wliom  did  he  call  "Father"  in  verse  49?  Is  God  the 
Father  of  Little  Children  now?  Has  He  any  "business"  in  the 
world  for  us  to  do  now-a-days?     What  business? 

5.  Would  You  Love  Such  a  Companion  as  Jesus  was  After 
His  Return  to  Nazareth.  Do  You  Now  do  or  say  Anything 
Every  Day  That  l^ou  Would  not  if  Jesus  was  With  Y'ou? 
But  is  He  not  with  us  Every  Day?  Wliy  is  it  easier  and  wiser 
to  be  Christians  in  childhood  than  to  wait  until  we  become  men  and 
women  ? 


INDEX. 


355 


INDEX. 


Absent  teachers,  303,  307 
Abuses  of  the  Sunday  school,  17 
Adaptation  iii  teaching,  153,  321 
Akkon,  Ohio,  169,  192;  Biblical  mu- 
seum, 311 
Amusements  and  the  supermtend- 

ent,  48 
Analytical  plan  of  review,  177 
Announcements,  invariable,  303 
Annual  reports,  309 
Architecture,  Sunday-school,  165 
Assembly,    a   new    plan,   232-240 ; 
Jewish  precedent,  232;  name,  232, 
objects,  54.  235;  exercises,  235,  236; 
objections,   237,   238;  constitution, 
239,240;  service,  333-346 
Associated  schools,  308 
Attention,  institute  conversation, 
122;  defined,  322;  in  primary  class, 
219 
Authority  in  Sunday  school,  39,  40 

Benevolence  to  be  cultivated  In 
children,  59;  plans,  316 

Bible  to  be  used  in  Sunday  school, 
305,  307;  the  superintendent  and 
the,  49;  used  in  institute,  134;  in 
connection  with  weekly  review, 
174  ;  in  primary  class.  215  ;  the 
teacher  and  the,  92.  321;  young 
people,  study  of,  243;  source  of 
Sunday-school  lessons.  251-253 

Bible  geography.  92, 107,  108,  133, 
134,  135,  178,  209,  319,  329,  330 

Bible  history,  134,  307 

Biblical  precedents  for  Sunday- 
school  work,  11, 12 

Blackboard,  185,  222,  223,  302 

boy-choir,  305 

Boys,  rough  and  insubordinate,  304, 

310 

Breakfast-table  puzzles,  316 

Catechism,  266-268,  306 
Chautauqua,  141,  311 
Chautauqua      Literary     and 

Scientific  Circle,  228,  237,  271, 

278 
Children  at  church,  18,  57;  church 

membership  of,  20 
Church,  what  it  is,  16;  authority 

over  Sunday  school,  69 


Class  in  Bible  geography,  330- 

332 

Class-meetings  and  Sunday  school, 

298 

Class-sociables,  303,  304 
Collection-envelopes,  304 
Conscience  and  church-going, 

309 
Conventions,  90 

Country  Sunday  schools,  220- 
224,  279-298;  difficulties  in  connec- 
tion with,  279  282 ;  how  to  overcome 
these  difficulties,  282  ;  officers  of, 
284 ;  decoration  of  room,  285 ;  infant 
class  corner,  286;  hour  of  meeting, 
287 ;  teachers  of,  288 ;  in  winter,  289- 
293;  real  reason  for  closing.  294; 
compared  with  summer  closing  of 
city  schools,  298;  class-meetings 
and,  298 
Culture,  75, 116 

Day  school,  58 

DenoMINATIONALISM,  281,  283 
Devices  for  studying  history,  318 
Devices  for   enlisting  children   in 

study   outside   of   Sunday  school, 

313-319 
Difficulty-meeting,  311 
Divine  help,  76,  93, 104 

Education  of  children,  205 
Elliptical  reading,  176 
Elocution  in  Sunday  school,  309 
Emotions,  206 

Faith,  206 

Good  manners,  319 

Graduation  in  Sunday  school,  187 
203;  natural  process,  188;  plan  of 
1875, 191;  Akron  plan,  192  194;  plan 
of  1855-1857, 195;  Jewish  school,  196- 
203 ;  demanded  by  senior  scholars, 
230 

Herbaria,  315 
High  pressure,  306 
Holy  Catholic  Church,  61 
HoiME  and  the  Sunday  school,  23-37, 
215,  308,  309 

Home  department,  32,  33 


356 


THE    MODERN    SUNDAY    SCHOOL. 


Home  ettv^elope.  30 
Home-made  pictuke-books,  314 
Home  museum,  315 
Home  STUDIES  in  architecture,  316; 
in  geography,  318;  iu  Bible,  26,  29 

Ideals,  83 

Illustration  and  illustrative 
teaching,  137-139,  154,  179,  211,  212, 
323 

Infant  class,  307;  books  for,  308; 
gymnastic  drill,  306  {see  Pkimaky 
class) 

Institutes  (Sunday-school)  defined, 
120 ;  exercises,  121-140, 149 ;  prepara- 
tion for,  143-150;  presiding  officer, 
148;  secretary,  149;  instructors, 
150 

Intellectual  quickening,  322 

International  Bible-reading 
Union,  33 

International  lessons,  62,  217, 

235 

Itinerant  letter,  303 
Jacobs,  B.  F.,  258 

Lecture-lessons,  125 

Lesson  analysis,  321 

Lesson  banners,  307 

Lesson  helps,  302 

Lessons  in  Sunday  school,  248- 
268;  from  the  Bible,  248-251;  a 
course  of  study,  251-253;  denomina- 
tional studies,  253;  a  series  of  years, 
254;  home  co-operation  iu  teaching 
the.  254;  pastoral  help,  254;  advan- 
tages of  the  uniform,  255, 256 ;  inter- 
national, 257 ;  advantages,  258- 
260;  sui»plemeutal  lessons,  261-263; 
graded  courses,  263.  264;  objections 
answered,  264-266;  catechism,  266- 
268 

Lesson  leaves,  265;  first  of  the 
modern  series  of,  350-354 

Lesson  review,  defined,  172;  advo- 
cated, 173,  174;  class  reviews,  174- 
176;  from  the  desk,  176-186;  a  fail- 
in-e,  181. 182 

Lesson-system,  first  of  modern 
series.  347,  348 

Library,  51 

Lyceum,  228,  237,  271 

Map-drawing,  304 

Memory,  205 

Mental  awakening,  168 

Miller,  Lewis,  165,  192 

Missionary  work,  308 

Mission  schools,  14,  40 

Mothers'  meetings,  305 

Music,    choral    circle,   309;   choral 

service,   306;   church  hymns,  307; 

solos,  310 


Non-essentials,  305 

Normal  class,  85  119;  secular,  85; 
ol)ject,88 ;  forms  of,  97,98 ;  exercises, 
lOU  1(12;  praxes,  102  108;  courses  of 
study,  109,  110,  140,  142,  .325,  326; 
International  Normal  Committee, 
111;  questions  answered,  111-119; 
at  Chautauqua,  311 

Objects  of  the  Sunday  school,  18, 

27,  188,  320 
Officers  of  the  Sunday  school,  38, 

41;  election  of.  41,  69 
One  Consecrated  heart,  282 
Opening  services,  310 
Order  in  Sunday  school,  45 
Organization,  38-42,  50 

Palestine  class,  330-332 

Parallel  passages,  321 

Parents,  their  influence,  24,216, 217; 
at  Sunday  school,  28 

Pastor,  should  have  a  voice  in  elect- 
ing the  superintendent,  68;  and  the 
normal  class,  113;  and  uniform  les- 
son, 142;  the  institute,  144 ;  training 
his  teachers,  162;  at  public  recog- 
nition of  teachers,  161;  assembly 
service,  236,  237;  Bible  meetings 
during  the  week,  255;  as  an  educa- 
tor, 275  277;  children's  meetings, 
312;  plans  for  exciting  an  interest 
among  the  children,  313-319;  the 
Palestine  class,  330 

Paton,  Dr.  J.  B.,247 

Periodicals,  44.  50 

Pictures,  311,  .314 

Practice  in  teaching,  96, 100-108, 

223 

Press,  50 

PriiAiary  class,  no  room,  286;  im- 
portant work,  204;  principal  work, 
205,  206;  prayers  in.  207,  208;  room, 
208,  209;  organization,  210;  variety 
m  unity,  210;  illustrative  teaching, 
211.212;  cabinet.  214;  home  work, 
215;  Bible  in,  215;  mothers  in,  216; 
lessons  in,  217.  265;  Ninette,  220- 
224 

Programme,  opening  exercises,  310 ; 
variety,  304,  305;  specimen,  313;  im- 
pressive moments,  306,  307 

Promise  meeting,  125 

Public  service,  306 

Pulpit,  56,  308 

Pupils,  70,  95;  troublesome,  304 

Question  drawer,  312 
Questions,  324;  use  of  printed,  328 

Raikes,  13 

Reading  circles,  277;  the  C.  L.  S. 

C.  and  the  V.  R.  C,  228,  237,  271,  278; 

Lyceum,  228,  237,  271 


INDEX. 


357 


Recreative   evening    classes, 

247 

School-idea  in  the  church,  11 
Scroll  of  history,  306 
Secular  schools,  87, 187, 189,  274 
Seed  thoughts  on  Sunday-school 

work,  320, 324 
Self-activity,  170 
Self-traixing,  98 
Seniorclasses,  225-247, 304;  adults, 

225 ;     co-operative     p  u  p  i  1  s,    226 ; 

troublesome  pupils,  226;  assembly, 

228, 232-240 ;  study  at  home  by  senior 

pupils,  240  247 
Sentimental  piety,  80 
Sick  scholars,  308 
Small  schools,  309 
Specimen  lessons,  100, 130 
Spiritual  culture,  73,  79 
Stereopticon,  303 
Sunday  school,  defined.  320;  the 

church  and  the,  320;  the  pulpit.  320; 

the  home,  25. 216. 320 ;  as  a  "school," 

320;  speeches  in.  44,  47 
Superintendent,  43-71  ;   where 

find.  65;  relation  to  teachers.  158; 

announcements.     303;    desk,   305; 

class,  304;  absence.  304;  plans,  302, 

313;  unpopular,  309 
Supplemental  lesson,  261-263 
Sympathy,  220 

Teacher,  72-84,  320;  aims.  72,86,87; 
work,  158-171;  qualifications,  75, 
77,  79,  80,  90,  96,  167;  character, 
162;  low  standards,  159;  appoint- 


ment, 1.50;  recognition  and  installa- 
tion, 160, 161,  290  :m)1  ;  probation  and 
preparation,  160;  discouraged.  84; 
marble  teachers,  162;  absent,  30.s; 
true  success,  84;  love,  lfc8;  four 
kinds  of  teachers,  322;  relation  to 
parents.  27;  trainiiij,%  321 

Teachers'  meetings,  89,  122-124, 
151-157,  182,  305.  312;  and  the  church 
prayer-meeting.  156 

Teaching  defined.  99.  1&3,  168.  169; 
laws  of,  163-170;  variety  of  methods, 
327-329;  the  principal  work,  72; 
true  teaching,  322 

Tea-meetings,  306 

Temperance.  306 

Thinking,  322 

Three   fohms   of   the   Sunday 

SCHOOL.  13,  14 

Tracts,  51,  305.  310 

Ventilation,  303 
Victoria  Reading  Circle,  228,237, 
271,  278 

Week-day  power,  46. 52, 58, 269-278 ; 
world-church  always  open,  269;  al- 
lurements, 270 ;  counteractive 
agencies,  271;  all  for  God,  271-274; 
church  work,  275;  ministers,  277; 
reading  circles,  277 

Word -picturing.  155.  323 

Word-studies.  314 

wokldliness.  79 

Writing  "  compositions,"  30 

Young  people,  53 


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